SFP  0.4  1915 


BV  1520  .L3  1915 
Lawrance,  Marion,  1850-1924. 
How  to  conduct  a  Sunday 
school 


How  to  Conduct  a  Sunday  School 


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HOW  TO  CONDUCT 
A  SUNDAY  SCHOOL 

Or 

Thirty-One  Years  a  Superintendent 

^y  ^      SEP  24 1915 

MARION  LAWRANCE       "^"^^^Msiui  tt^ 

Ten  years  General  Secretary  of  the  Ohio  Sunday  School  Aaociation. 
Fifteen  years  General  Secretary  of  the  International  Sunday  School 
Association.  Three  years  Joint  Secretary  of  the  World's  Sunday 
School  Association.  Thirty-one  years  Superintendent  of  the  Washing- 
ton Street  Congregational  Sunday  School^  Toledo^  Ohio.  At  present 
Superintendent  of  the  South  Congregational  Sunday  School^  Chicago. 


New  York        Chicago        Toronto 

Fleming    H.    Revell     Company 

London       and      Edinburgh 


Copyright,  1905- 191 5,  ^M 
FLEMING  H.  REVELL  COMPANY 


New  York:  158  Fifth  Avenue 
Chicago:  125  North  Wabash  Ave. 
Toronto:  25  Richmond  Street,  W. 
London:  21  Paternoster  Square 
Edinburgh:      100    Princes    Street 


Introduction 

THIS  book  is  at  once  a  history  and  a  prophecy, 
— a  history  of  splendid  service  and  a  prophecy 
of  the  better  Sunday-school  that  is  to  be.  To 
the  greater  school  that's  coming  it  will  contribute  much 
of  practical  value  and  inspiration.  It  should  be  read  by 
every  Sunday-school  worker  everywhere. 

Mr.  Lawrance  has  the  unique  distinction  of  having  had 
over  thirty  years'  practical  experience  with  the  Sunday- 
school  problem,  at  first  hand,  during  an  era  of  remark- 
able development  in  methods,  literature,  ideals  and 
enrollment.  A  man's  theories  and  ideals  must  be  trans- 
muted into  concrete  realities  to  be  helpful.  The  world  is 
asking  of  him,  "  Can  he  do  it  ? "  Let  the  school  our 
brother  has  superintended  for  twenty-eight  years  make 
reply. 

Given,  a  growing  field,  in  a  typical  American  city,  with 
average  conditions  of  opportunity,  average  workers,  a  few 
strong  leaders,  genuine  and  common  difficulties,  together 
with  some  extraordinary  difficulties  peculiar  to  the  field, 
a  very  modest  and  always  inadequate  equipment,  se- 
cured by  striking  sacrifices, — given  these,  what  progress 
and  fruit  will  be  secured  by  the  Sunday-school?  The 
answer  is  threefold ;  in  a  school  of  more  than  fourteen 
hundred  members,  in  the  lives  of  hundreds  who  have 
gone  out  to  noble  service,  and  in  the  workable  plans  de- 
veloped, which  have  become  the  common  and  precious 

5 


6  Introduction 

property  of  the  Sunday-school  world.  It  is  an  instance, 
moreover,  where  magnificent  and  unselfish  leadership 
has  been  matched  by  magnificent  and  unselfish  coopera- 
tion. 

Add  to  these  years  of  close  touch  with  the  living 
school  and  its  problems,  the  unequalled  training  secured 
in  world-wide  travel,  by  a  close  and  clear-headed  observer 
of  Sunday-school  history,  tendencies,  methods  and  men, 
and  you  may  expect  in  these  pages  just  what  you  re- 
ceive,— facts,  plans,  inspiration,  power.  Ten  years'  serv- 
ice for  the  Sunday-school  in  the  commonwealth  of 
Ohio,  contact  with  the  great  leaders  of  Christian  work  in 
this  generation  in  all  denominations,  familiarity  with 
methods  which  in  every  state,  territory  and  province  of 
North  America  have  succeeded  or  failed,  personal  knowl> 
edge  of  Sunday-school  work  in  England,  India,  Italy, 
Greece,  Egypt,  Syria  and  Palestine, — who  else  stands 
thus  upon  the  watch  tower  to  hail  for  us  the  coming 
day ! 

He  is  a  wise  worker  who  will  adapt  as  well  as  adopt 
what  he  reads.  These  pages  are  filled  with  details,  spe- 
cific and  practical,  for  which  a  host  of  workers  have 
longed  and  prayed.  The  book  gives  the  cream  of  life- 
long experience  and  observation.  It  will  become  a  text- 
book for  instruction  and  reference  in  many  a  Sunday- 
school,  institute,  assembly,  college  and  seminary.  In 
its  concrete  details,  lies  its  unique  and  practical  service. 
These  pages  are  likewise  remunerative  because  they 
are  from  the  big  heart  of  a  man  who  believes  in  the 
Church  as  an  institution,  and  whose  brotherly  coopera- 
tion is  a  mighty  asset  to  any  pastor.  We  love  him  much, 
how  much  it  were  not  seemly  to  tell  here  !     Churches  are 


Introduction  7 

known  by  the  Sunday-schools  they  develop.  Sunday- 
schools  are  tested  by  the  church  life  they  foster.  Here 
is  a  man  with  an  idea,  the  Sunday-school  idea, //«.J  the 
appreciation,  recognition,  and  love  for 

"  The  Church  our  blest  Redeemer  saved 
With  His  own  precious  blood." 

This  book  will  go  forth,  I  know,  with  the  prayers  and 
pride  of  our  Church  and  School,  and  of  its  pastor  who  for 
four  years  has  watched  the  working  and  seen  the  fruit  of 
the  plans  it  presents. 

Ernest  Bourner  Allen. 

Toledo,  February,  igo^. 

TTie  Washington  Street  Congregational  Church, 


Introduction  to  the  Revision 

IT  has  been  a  delight  to  see  the  principles  and  many 
of  the  methods  of  this  book  applied  by  Mr.  Law- 
rance  to  a  field  very  different  from  the  one  in  which 
they  were  developed. 

The  South  Congregational  Sunday-School  of  Chicago 
is  in  the  zone  between  the  business  and  the  residence 
sections  of  a  great  and  growing  city.  In  its  opportuni- 
ties, therefore,  and  in  its  difficulties  it  is  typical  of  thou- 
sands of  American  Sunday-schools. 

The  methods  and  above  all  the  Sunday-school  vision 
of  this  volume  freely  adapted  to  this  field  are  already  be- 
ginning to  bring  most  encouraging  results,  though  its 
author  took  the  superintendency  of  the  school  less  than 
a  year  ago.  A  new  loyalty  and  esprit  de  corps  have  ap- 
peared. Numbers  have  increased,  but  better  than  that  a 
greater  faith  in  the  Sunday-school  as  an  institution  is 
spreading  through  the  congregation,  and  dozens  of  our 
pupils  have  united  with  the  church  on  confession.  The 
secret  of  this  new  life  can  scarcely  escape  one  who  closely 
peruses  these  pages. 

Back  of  these  ideals  and  principles  and  breathing 
through  them  are  the  personality  and  noble  Christian 
spirit  of  the  author.  He  loves  his  Master  with  such 
chivalrous  devotion  that  whether  one  has  his  living  pres- 

9 


lo  Introduction  to  the  Revision 

ence  or  his  writings,  it  is  a  privilege  to  have  such  leader- 
ship. His  fellow- workers  love  him  whether  in  his  home 
school  or  in  the  ends  of  the  earth  and  in  this  affection  it 
is  the  ambition  of  his  pastor  to  lead  the  way. 

Harry  E.  Peabody. 

ChicagOt  November t  jgJ4. 

South  Congregational  Church, 


The    Author's    Word 

FOR  over  twenty-eight  successive  years  it  has  been 
my  privilege,  by  the  blessing  of  God,  and  the  will 
of  my  brethren,  to  superintend  the  Sunday-school 
of  the  Washington  Street  Congregational  Church  of 
Toledo,  Ohio. 

They  have  been  years  of  much  joy  in  service  and  not  a 
few  heartaches,  of  successes  many  and  failures  more,  of 
blessed  fellowships  and  hallowed  memories.  Best  of  all, 
and  really  all  that  is  worth  recording,  they  have  been 
years  of  victory  for  God  in  the  salvation  of  souls,  many 
of  them  scattered  to  all  parts  of  the  land,  faithfully  work- 
ing for  Him. 

From  a  small  mission  school  of  about  a  hundred  mem- 
bers it  has  grown  slowly  and  steadily  to  a  membership  of 
over  fourteen  hundred. 

During  these  years  we  have  had  abundant  opportunity 
to  test  our  purpose,  patience  and  piety ;  our  skill  as  well 
as  the  lack  of  it,  and  also  very  many  new  methods.  The 
school  has  come — partly  perhaps  through  my  public 
work — to  have  a  reputation  far  beyond  what  it  deserves. 
This  has  never  been  sought  for  it,  and  in  some  respects 
is  a  detriment  to  it. 

It  is  a  pleasure  to  say,  that  whatever  of  good  has  been 
accomplished,  has  been  made  possible,  under  God,  by  the 
loyal  support  and  faithful  cooperation  of  a  band  of  offi- 
cers and  teachers,  about  one  hundred  and  fifty  in  num- 

II 


12  The  Author's  Word 

ber,  who  would  make  glad  the  heart  of  any  superin- 
tendent. 

The  school  has  always  emphasized  as  its  cardinal  prin- 
ciples :  — 

1.  Thorough  teaching  of  God's  Word. 

2.  The  salvation  of  souls. 

3.  Training  its  members  for  active  Christian  service. 

4.  The  world-wide  view  of  God's  Kingdom. 

5.  The  Church  a  home — full  of  joy  and  blessed  help- 
ful fellowship. 


This  book  is  born  of  these  twenty-eight  years  of  prac- 
tical experience,  and  the  wide  observation  made  possible 
by  my  relation  to  the  organized  Sunday-school  work, 
which  brings  me  into  constant  touch  with  the  choicest 
Sunday-schools  and  Sunday-school  workers  in  this  and 
other  lands. 

It  is  an  effort  to  help  Sunday-school  workers  every- 
where by  telling  them  in  a  plain,  simple  way  how  one 
school  actually  does  its  work,  and  how  the  principles  and 
methods  employed  may  be  used  by  others. 

Its  title,  chosen  by  the  publishers,  may  seem  to  be 
assuming :  it  simply  stands  for  the  way  to  conduct  a  Sun- 
day-school, as  I  have  learned  it  and  have  thought  that 
others  might  wish  to  know  it. 

Perhaps  some  who  read  the  book  will  not  find  that  for 
which  they  are  looking ;  but  all  they  do  find  is  practical 
reality  and  not  mere  theory. 

It  has  been  undertaken  at  this  time  partly  because  of 
the  persistent  importunity  of  friends  innumerable  and 
pubUshers  not  a  few,  whose  estimate  of  the  value  of  such 


The  Author's  Word  13 

a  book  from  me  may  be  lessened  by  reading  its  pages. 
I  wish  it  were  more  worthy  of  its  name ;  but  I  have  done 
my  best.  I  can  do  no  more  than  to  continue  to  pray,  as 
I  have  done  so  often  during  its  preparation,  that  the 
Heavenly  Father  may  use  it  to  encourage  and  stimulate 
the  great  army  of  faithful  Sunday-school  workers  in  their 
matchless  labour  of  leading  the  world  to  God  through 
the  teaching  of  His  word  to  the  young. 

After  nine  years  of  service,  this  book  is  being  sent 
forth  again,  thoroughly  revised.  Some  chapters  have 
been  practically  rewritten,  others  eliminated,  and  several 
new  chapters  added.  The  rapid  development  of  the 
Sunday-school  during  the  past  few  years  has  made  this 
revision  necessary.  It  has  been  a  source  of  no  small 
satisfaction  to  the  writer  to  know  that  the  book  has 
found  so  large  a  place  among  Sunday-school  workers,  and 
especially,  that  it  has  been  adopted  as  a  text-book,  or 
part  of  the  required  reading  course,  in  so  many  schools 
and  colleges.  In  the  revision,  we  have  sought  to  make 
it  even  more  valuable  in  this  direction. 

I  remained  with  the  Toledo  school  three  years  after 
writing  the  book,  thus  completing  thirty-one  consecutive 
years  as  superintendent,  and  I  am  at  present  the  super- 
intendent of  a  small  Sunday-school  in  Chicago,  where 
we  are  endeavouring  to  carry  out  the  general  policies  laid 
down  in  this  book. 

That  this  revised  edition  maybe  even  more  useful  than  its 
predecessor  in  pointing  the  way  to  Sunday-school  workers 
and  encouraging  them  therein,  is  my  fervent  prayer. 


Ckicago,  igi^. 


Contents 

I.  The  Sunday-School        .        .        .        .1/ 

II.  The  Sunday-School  Equipped        .        .      23 

III.  The  Sunday-School  Organized      .        .      41 

IV.  The  Sunday-School  Graded  .        .        .52 

V.  The  Sunday-School  in  Session      .        .      61 

VI.  The  Pastor  and  the  Superintendent     .      72 

VII.  Other  Officers  and  their  Duties         .      79 

VIII.  The  Teacher  and  His  Work  ...      96 

IX.  The  Workers' Meeting         .        .        .112 

X.  Installation  of  Officers  and  Teachers     i  27 

XI.  Methods    of    Securing  and   Holding 

Members i34 

XII.  The  Public  Reception  of  New  Members     148 

XIII.  The  Sunday-School  Giving    .        .        .     i53 

XIV.  Class  Organization        ....     162 

XV.  Special  Occasions 168 

XVI.  The  Honours  and  Rewards   .        .        .189 

XVII.  The  Sunday-School  Enjoying  Itself     .     196 

XVIII.  The  Blackboard  and  Object  Teaching    204 

XIX.  Through-the-Week  Activities      .        .221 

XX.  Temperance  Day  and  How  to  Use  It    .     229 

XXI.  Decision  (Witnessing)  Day    .        .        .     239 

15 


i6  Contents 

XXII.  The  Boys'  Messenger  Service        .        .    250 

XXIII.  That  Big  Boy  and  How  to  Deal  with 

Him 259 

Appendixes 

A.  A  Superintendent's  Suggestions  to  Him- 

self ......     275 

B.  Good    Books    for    Sunday-School 

Workers 293 

C.  My  Former  Pastors — An  Appreciation     308 
Index       .         .        .         .         •        .         .313 


How  to  Conduct  a  Sunday 
School 


THE  SUNDAY  SCHOOL 

"  The  Sunday-school  is  the  noblest  development  of  the 
nineteenth  century."  The  Sunday-school  idea  is  many 
centuries  old  ;  but  what  we  call  the  modern  Sunday- 
school  is  comparatively  new.  It  did  not  originate  with 
Robert  Raikes,  but  it  certainly  was  he  who  "  put  the 
Sunday-school  upon  the  market." 

The  past  one  hundred  years  have  witnessed  the  spring- 
ing into  life  of  more  institutions  and  agencies  whose 
foundations  are  laid  in  the  teachings  of  Jesus  Christ  than 
all  the  preceding  centuries.  Free  public  schools,  libraries, 
the  religious  press,  the  temperance  movement,  hospitals, 
Bible  societies,  missionary  societies — both  home  and  for- 
eign,— the  Young  Men's  Christian  Association,  the  Young 
Women's  Christian  Association,  the  Salvation  Army,  the 
Student  Volunteer  Movement,  Young  People's  Societies 
and  the  Sunday-school,  all  are  comparatively  young,  and 
"  the  greatest  of  these  is  the  Sunday-school." 

Horace  Bushnell  and  Henry  Clay  Trumbull  were  great 
friends.  When  after  the  Civil  War,  Mr.  Trumbull  threw 
his  life  energies  into  Sunday-school  work,  his  friend 
Bushnell  asked  him  one  day  if  he  did  not  think  he  was 
devoting  too  much  time  and  strength  to  the  Sunday- 

17 


l8         How  to  Conduct  a  Sunday  School 

school.  Mr.  Trumbull  replied  that  he  did  not  think  so. 
Years  afterwards,  Mr.  Bushnell  referring  to  this  conver- 
sation said : 

"  Trumbull,  you  knew  better  than  I  did  where  the 
Lord  wanted  you.  I  honestly  thought  the  pulpit  was  a 
bigger  place  for  you,  and  I  tried  to  get  you  into  it.  But 
now  I've  come  to  see  that  the  work  you  are  doing  is  the 
greatest  work  in  the  world."  And  after  a  moment's 
pause  he  added,  "  Sometimes  I  think  it's  the  only  work 
there  is  in  the  world."  ^ 

The  imperial  rank  of  the  Sunday-school  in  the  com- 
munity of  Christian  enterprises  is  no  longer  questioned 
by  those  who  observe  and  think. 

"  In  many  respects  the  Sunday-school  is  a  modern  in- 
stitution. It  is  a  vast  improvement  on  the  past  and  is 
one  of  the  phenomenal  products  of  Christ,  worthy  of 
universal  recognition  as  the  most  flexible,  adaptable  and 
far-reaching  institution  ever  yet  devised  for  the  conver- 
sion of  the  world."  * 

So  long  as  it  means  more  to  the  Kingdom  of  God  on 
earth  to  win  a  boy  for  Christian  service  than  it  does  to 
win  a  man,  just  so  long  will  the  importance  of  the  Sun- 
day-school be  recognized  and  appreciated. 

Not  Understood.  Strange  as  it  may  seem,  however, 
the  Sunday-school  is  not  so  generally  understood  as  it 
should  be.  There  are  many  who  still  look  upon  it  as  the 
"  Children's  Church,"  as  the  "  Nursery  of  the  Church," 
as  an  "  Institution."  Strictly  speaking,  it  is  none  of 
these  ;  and  yet  it  is  all  of  them.  It  is  not  an  institution 
separate  and  apart  from  the  church  itself.     Christ  came 

1 ««  My  Four  Religious  Teachers,"  p.  loi. 
2 "  The  Pastor  and  Sunday-school,"  p.  29. 


The  Sunday  School  ig 

into  the  world  to  plant  a  church  and  not  a  Sunday- 
school.  There  is  but  one  church  for  all  and  not  separate 
churches  for  the  adults  and  the  children.  While  the 
Sunday-school  is  in  a  sense  the  nursery  of  the  church,  the 
idea  of  childhood  implied  in  that  expression  has  done 
more  to  retard  the  progress  and  growth  of  the  Sunday- 
school  than  any  other  one  thing.  The  Sunday-school  is 
no  more  for  children  than  it  is  for  gray  haired  men  and 
women. 

The  Largest  Christian  Army.  The  rapid  develop- 
ment and  growth  of  the  Sunday-school  is  the  wonder  of 
our  times.  It  is,  without  doubt,  the  largest  Christian 
army  that  marshals  under  any  single  banner.  The  Sun- 
day-schools of  the  world  number  more  than  three  hundred 
thousand,  with  fully  thirty  million  of  members  enrolled  in 
them,  more  than  two  milHons  and  a  half  of  whom  are 
voluntary,  unpaid  officers  and  teachers.  Such  a  vast 
army  of  consecrated  men  and  women  is  not  to  be  found 
in  any  other  department  of  Christian  work. 

The  Sunday-school,  likewise,  has  furnished  the  best 
basis  of  cooperative  effort  that  has  thus  far  been  dis- 
covered:  the  organized  Sunday-school  movement  prac- 
tically covers  the  world.  All  of  the  states  and  provinces 
of  North  America,  and  most  of  the  countries  of  the  earth, 
have  separate  Sunday-school  organizations,  and  these 
organizations,  together  with  their  auxiliaries,  hold  some- 
thing hke  twenty  thousand  Sunday-school  conventions 
annually,  attended  by,  probably,  more  than  three  million 
of  people. 

The  Bible-Studying-and-Teaching  Service  of  the 
Church.  Since  it  is  a  service  of  the  churchy  all  the  church 
should  be  there.     It  is  as  incumbent  upon  church  mem- 


20         How  to  Conduct  a  Sunday  School 

bers  to  attend  the  service  of  their  church  when  it  meets 
to  study  the  Bible  in  the  Sunday-school,  as  it  is  to  attend 
when  it  meets  to  hear  the  pastor  preach.  It  is  estimated 
that  only  one  church  member  in  five  in  the  United  States 
is  found  in  the  Sunday-school.  Nothing,  aside  from  a 
miraculous  blessing  from  heaven,  would  do  the  Sunday- 
schools  of  our  country  so  much  good  as  for  all  church 
members,  who  are  able  to  do  so,  to  identify  themselves 
with  the  Sunday-schools  of  their  own  churches. 

Since  the  Sunday-school  is  a  ^2^/^-studying  service, 
all  who  attend  should  have  their  own  Bibles.  Lesson 
helps  will  be  used  exactly  as  they  were  meant  to  be  used, 
in  the  preparation  of  the  lesson  at  home  and  not  in  the 
teaching  process  in  the  school.  There  is  an  influence  for 
good  in  simply  carrying  the  Book  itself  upon  the  street. 

Suitable  Equipment.  Since  the  Sunday-school  is  a 
studying  service,  the  building  and  equipment  should  be 
adapted  to  its  use.  Great  reforms  and  changes  are  going 
on  in  this  direction  now,  and  we  may  hope  for  some 
splendid  developments  in  the  near  future.  This  subject, 
however,  is  treated  more  fully  in  the  chapter  on  Equip- 
ment. 

Since  the  Sunday-school  is  a  teaching  service,  the 
teachers  should  be  competent  and  specially  trained  for 
their  work.  We  believe  the  day  will  come  when  all  who 
teach  in  the  Sunday-school  will  be  expected  to  take  some 
special  training  for  their  work,  such  as  one  of  the  teacher- 
training  courses  now  so  numerous  and  comprehensive. 
In  some  schools  no  teachers  are  selected  except  those 
who  hold  diplomas  indicating  that  they  have  completed 
such  a  course.  This  is  far  in  advance  of  the  average 
school  no  doubt,  but  is  an  ideal  worth  aiming  at.    Horace 


The  Sunday  School  21 

Mann,  the  great  educator,  said  on  one  occasion, "  The 
only  way  to  get  good  teachers  is  to  make  them."  He 
referred  to  public-school  teachers,  but  it  is  equally  true  of 
Sunday-school  teachers.  There  should  be  therefore  in 
continuous  operation  in  every  Sunday-school  a  vigorous 
training  class  where  young  people  may  be  trained  under 
competent  leadership  for  the  important  office  of  teaching. 

The  Sunday-school  is  a  mighty  force  in  the  world ;  but 
from  the  standpoint  of  the  Church  it  is  a  fe/d,  a  ripe 
field,  white  to  the  harvest.  From  the  best  statistics  we 
are  able  to  gather,  we  discover  that  from  two-thirds  to 
three-fourths  of  the  additions  to  all  of  our  churches  by 
conversion  come  through  the  Sunday-school.  Dr.  John 
Clifford,  of  London,  sets  the  figures  as  high  as  five-sixths. 
Certain  it  is  that  the  church  which  pays  easy-going  at- 
tention to  its  Sunday-school,  failing  to  support  it,  nourish 
it,  care  for  it  and  man  it  as  it  should,  is  neglecting  its 
most  promising  opportunity  and  can  hope  for  but  meagre 
results. 

Controlled  by  the  Church.  The  Sunday-school  should 
be  under  the  direct  management  and  control  of  the  church. 
It  in  turn  should  be  loyal  to  the  church  and  to  the  de- 
nomination whose  name  it  bears.  Its  aim  should  be  to 
lead  the  scholars  through  an  intelligent  study  of  God's 
Word  to  give  their  hearts  to  Jesus  Christ,  and  then  to 
unite  with  the  church  to  which  the  school  belongs. 

The  Sunday-school  is  receiving  more  attention  to-day 
from  men  of  thought  and  learning  than  ever  in  the  past. 
It  now  has  a  literature  distinctly  its  own  which  has  been 
produced  by  the  most  discerning  minds  and  able  advo- 
cates. It  is  worth  all  the  best  endeavour  of  God's 
choicest  men  and  women.     While  the  Sunday-school  is 


22  How  to  Conduct  a  Sunday  School 

for  the  old  and  young  alike,  the  fact  remains  that  its 
chief  attraction  and  promise  is  because  here  we  find  the 
children  and  youth,  and  it  is  through  them  that  the  world 
is  to  be  won  for  God.  "  Childhood  is  the  battle-ground 
of  the  kingdom." 

The  Church's  West  Point.  We  must  not  lose  sight 
of  the  fact  however  that  the  Sunday-school  is  a  training 
ground  for  the  church,  and  that  it  is  adapted  to  the  needs 
of  men  and  women  in  the  midst  of  hfe's  busy  days.  In- 
deed the  adult  department  is  commanding  the  attention 
of  many  of  the  foremost  men  and  women  of  the  world. 

It  is  in  the  Sunday-school  that  we  find  the  unconverted 
in  larger  numbers  than  in  any  other  service  of  the  church. 
It  is  here  we  find  them  also  at  the  most  favourable  time 
of  their  lives.  It  is  here  we  find  the  workers,  the  best 
trained  workers  of  the  church,  and  in  larger  numbers  than 
in  any  other  department  of  church  work.  It  is  here  we 
find  the  open  Word  of  God ;  and  it  is  here  we  find  results 
in  a  more  satisfactory  degree  than  elsewhere.  Surely  we 
may  say  with  Dr.  Mullins,  of  Louisville,  president  of  the 
Southern  Baptist  Theological  Seminary,  "  The  Sunday- 
school  is  in  the  centre  of  the  battle  line!' 


II 

THE  SUNDAY  SCHOOL  EQUIPPED 

Equipment  does  not  make  a  good  Sunday-school,  for 
the  same  reason  that  a  library  does  not  make  a  good 
scholar,  nor  a  tool-chest  a  good  mechanic.  Suitable 
equipment,  however,  is  a  great  help.  The  gun  may  be 
capable  of  doing  wonderful  execution,  but  without  the 
man  behind  it,  it  is  but  a  useless  piece  of  metal.  Some 
men  would  have  a  better  Sunday-school  in  a  bare  room 
lacking  all  modern  equipment  than  others  would  have 
with  the  most  elaborately  equipped  building.  At  the 
outset  of  this  chapter  a  cautionary  signal  must  be  raised 
lest  our  readers  over-estimate  the  value  of  equipment. 
Method  and  machinery  are  good ;  but  men  thoroughly 
imbued  with  the  Sunday-school  idea,  whose  hearts  are  on 
fire  with  a  consuming  desire  to  reach  results  are  better  ; 
more,  they  are  indispensable  if  results  are  to  be  achieved. 
However,  we  must  remember  that  even  though  the  wheat 
grown  by  our  grandfathers  was  well  cared  for  by  the  use 
of  the  sickle  and  the  flail,  nevertheless  the  modern  reaper 
and  thresher  not  only  produce  quicker  and  better  results, 
but  infinitely  larger  results  as  well.  Naturally,  the  first 
subject  to  consider  in  the  matter  of  equipment  is : 

The  Building.  Even  if  the  building  committees  of 
the  older  churches  ever  contemplated  the  needs  of  the 
Sunday-school,  they  certainly  did  not  seriously  concern 
themselves  with  the  matter  of  its  convenience.  In  those 
days   the  school  had  no  rights  in  the  church,  and  the 

23 


24         How  to  Conduct  a  Sunday  School 

church  no  responsibilities  to  the  school.  However,  we 
are  glad  to  say  that  that  day  is  rapidly  passing,  and 
building  committees  now  give  attention  to  the  housing 
and  the  equipment  of  the  school.  But  too  much  re- 
sponsibility must  not  be  placed  upon  either  the  architect 
or  building  committee,  for  even  among  leaders  in  Sunday- 
school  matters  there  is  wide  difference  of  opinion  as  to 
the  details  of  what  constitutes  a  properly  constructed 
Sunday-school  building.  The  Sunday-School  Times  in 
an  article  some  years  ago  said  this  :  "  The  distinguishing 
and  necessary  features  of  an  up-to-date  Sunday-school 
room  are  separativeness  and  togetherativeness."  We 
presume  all  are  practically  agreed  as  to  this,  but  certainly 
not  all  are  agreed  as  to  the  details  of  carrying  it  out. 
The  idea  of  the  article  referred  to  (which  was  afterwards 
put  into  booklet  form)  was  that  a  Sunday-school  room 
should  be  so  arranged  that  the  departments  could  be 
separated  one  from  another  when  necessary,  and  yet  all 
thrown  together  in  one  large  room  when  desired.  This 
is  actually  done  now  in  some  Sunday-schools  by  the 
automatic  raising  and  lowering  of  partitions  manipulated 
and  directed  from  the  superintendent's  desk,  and  in  such 
a  way  that  the  school  can  be  separated  into  departments, 
or  all  thrown  together  at  the  will  of  the  superintendent, 
without  any  one  moving  his  seat.  It  is  quite  im- 
possible here  to  do  more  than  make  a  few  general 
suggestions,  referring  our  readers  to  those  architects,  of 
whom  there  are  many,  who  are  now  making  a  specialty 
of  this  style  of  building.  The  ideal  Sunday-school  build- 
ing has  probably  not  yet  been  erected,  though  there  are 
very  many  which  approximate  closely  to  it,  and  are 
really  ideal  in  the  minds  of  those  who  planned  them. 


The  Sunday  School  Equipped  25 

A  Sunday-school  building  should  be  built  from  the 
inside  out  and  not  from  the  outside  in ;  that  is  to  say,  the 
first  consideration  should  be  the  securing  of  convenient 
quarters  for  the  school,  no  matter  what  shape  this  may 
give  to  the  outside  of  the  building,  rather  than  designing 
a  building  for  its  architectural  effect  on  the  passer-by, 
while  the  Sunday-school  room  is  made  to  fit  inside  of  it 
somewhere.  However,  these  two  qualifications  of  at- 
tractiveness and  adaptability  are  not  inconsistent  with 
each  other.  There  are  many  handsomer  buildings 
architecturally  than  the  First  Methodist  Church  Building 
of  Akron,  Ohio,  and  yet  within  it  is  the  famous  Sunday- 
school  room  where  that  prince  of  Sunday-school  super- 
intendents, the  late  Lewis  Miller,  presided  so  long  and 
successfully  over  his  school,  the  school  which  has  made 
all  the  world  familiar  with  "  The  Akron  Plan." 

Do  not  make  a  basement  Sunday-school  room  if  you 
can  possibly  avoid  it.  The  late  William  Reynolds  used 
to  say,  and  correctly,  too,  that,  "  A  basement  Sunday- 
school  room  is  a  debasement  to  the  Sunday-school  idea." 
The  building  should  be  ample  in  size  so  that  when  the 
whole  school  is  assembled  it  shall  not  appear  crowded. 
The  ceiling  should  be  high,  and  plenty  of  good  venti- 
lation should  be  provided.  The  walls  should  be  taste- 
fully decorated  and  the  whole  building  made  as  beautiful 
and  attractive  as  possible.  Pictures,  flowers  and  other 
ornaments,  and  even  a  fountain,  if  it  can  be  secured,  will 
add  much  to  the  attractiveness  of  the  room.  The  plat- 
form ought  to  be  quite  large,  and  it  should  be  situated  so 
that  everybody  can  hear  and  see  the  speaker.  It  would 
be  well  to  have  a  large  blackboard  built  into  the  wall  at 
the  rear  of  the  platform.     Above  the  platform,  in  a  case 


26         How  to  Conduct  a  Sunday  School 

made  for  the  purpose,  should  be  placed  such  maps  and 
charts  as  are  designed  for  use  by  the  whole  school. 
Do  not  place  your  orchestra  or  musical  instruments  on 
the  platform  where  they  will  interfere  with  the  use  of  the 
blackboard  or  charts.  Some  fine  buildings  make  pro- 
vision for  the  orchestra  and  other  musical  instruments  in 
a  small  gallery  above  the  platform  on  the  same  floor  with 
the  main  gallery,  or  on  a  separate  platform  to  one  side. 

So  far  as  possible  the  main  room  should  be  arranged 
so  that  the  superintendent,  standing  in  his  place  on  the 
platform,  has  every  corner  of  it  in  plain  sight.  All  the 
class  rooms  and  department  rooms  should  open  into  it. 

Department  Rooms.  The  primary  department  should 
be  separated  from  the  main  school  and  in  a  room  of  its 
own.  We  like  the  plan  of  placing  the  primary  room  so 
that  by  the  use  of  sliding  doors  or  partitions  they  may  be 
thrown  into  the  room  with  the  main  school.  If  this  is 
done,  however,  the  partitions  should  be  of  such  a  char- 
acter as  to  permit  singing,  and  any  other  exercises  es- 
pecially adapted  to  the  primary  department,  going  on 
without  disturbing  other  classes.  Such  partitions  should 
also  be  made  of  wood  and  not  of  glass,  so  that  one  part 
of  the  school  may  not  see  the  other.  There  is  a  growing 
sentiment  in  favour  of  separating  the  primaries  entirely, 
giving  them  a  room  that  cannot  in  any  way  be  opened 
into  the  main  school.  This  idea  we  think  is  correct  so 
far  as  the  regular  work  of  the  school  is  concerned,  but 
when  it  becomes  desirable  on  special  occasions  to  bring 
the  whole  school  together,  the  primary  department 
usually  cannot  be  so  comfortably  seated  as  if  their  own 
room  opened  into  the  main  room.  If  possible  there 
should  also  be  separate  rooms  for  the  beginners'  depart- 


The  Sunday  School  Equipped  27 

ment,  the  junior  department  and  senior  department,  and 
indeed  it  is  desirable  to  have  separate  department  rooms 
for  all  the  departments  whenever  this  is  possible.  The 
department,  however,  which  ordinarily  remains  in  the 
middle  of  the  main  building,  is  the  intermediate,  though 
we  have  an  idea  that  it  would  be  better  to  have  the  in- 
termediates in  a  room,  and  place  older  scholars  in  the 
centre  of  the  auditorium.  Each  room  should  be  fitted 
up  for  the  department  which  is  to  occupy  it.  Those  in 
charge  of  the  various  departments  will  recognize  at  once 
what  equipment  is  necessary  in  their  particular  rooms. 
The  smaller  the  scholars,  the  more  need  of  making  the 
room  attractive. 

Requirements  for  Grading.  With  the  coming  into 
use  of  the  modern  graded  lessons,  there  has  come  also 
the  necessity  of  buildings  and  rooms  adapted  to  their 
use.  With  the  introduction  of  these  lessons,  the  school 
practically  becomes  a  group  of  schools,  each  department 
meeting  by  itself,  in  a  separate  room,  or  rooms,  specially 
fitted  to  its  needs.  This  plan  does  not  provide  for  the 
assembling  of  the  whole  school  in  one  body,  as  it  re- 
gards the  school  strictly  as  a  school  and  not  as  a  congre- 
gation. When  it  is  desired  that  the  whole  school  should 
be  together  for  anniversary  or  similar  occasions,  they 
must  be  brought  into  the  church  auditorium.  Some 
buildings  are  being  erected  at  present,  however,  which 
combine  in  a  very  effective  manner  the  two  ideas,  so 
that  there  may  be  the  separation  into  departments  as 
required,  or  the  coming  together  into  one  assembly  by 
the  use  of  movable  partitions.  Such  a  building  is  prob- 
ably not  so  satisfactory  from  the  standpoint  of  teaching 
the   graded   lessons,  but  is  more  satisfactory  from  the 


28         How  to  Conduct  a  Sunday  School 

standpoint  of  general  utility,  as  the  building  can  be 
thrown  open  for  large  gatherings. 

It  may  be  said  that  a  new  idea  in  Sunday-school  archi- 
tecture is  gaining  in  favour,  and  has  its  highest  concrete 
expression,  so  far  as  the  writer  is  aware,  in  the  building 
of  the  Presbyterian  Church,  East  Liberty,  Pa.  It  is  built 
upon  the  principle  that  the  Sunday-school  is  a  school,  and 
not  a  mass  meeting.  All  departments  have  separate 
rooms  adapted  to  their  use  and  so  arranged  that  no  two 
of  the  departments  can  meet  together,  except  on  special 
occasions  when  they  all  go  into  the  auditorium  of  the 
church. 

Class  Rooms.  It  is  doubtful  if  any  of  the  money  spent 
on  Sunday-school  buildings  pays  better  dividends  on  the 
investment  than  that  which  is  put  into  class  rooms.  It  is 
impossible  for  teachers  to  do  their  best  work,  and  indeed 
often  impossible  for  them  to  do  any  satisfactory  work  at 
all,  when  the  classes  are  crowded  together  in  one  room 
and  seated  close  to  each  other,  as  is  the  case  in  many  of 
our  church  buildings.  A  teacher  who  finds  difficulty  in 
controlling  and  teaching  seven  scholars  in  an  open  room, 
hemmed  in  on  every  side  by  other  classes,  would  handle 
twenty,  and  do  better  work,  if  he  had  a  room  to  himself. 
Consequently  it  is  well  to  provide  just  as  many  class 
rooms  as  possible  in  the  main  room,  and  in  the  depart- 
ment rooms  as  well.  Many  except  the  primary  from 
this  rule  ;  but  even  here  it  will  work  to  advantage. 

The  Seating.  Without  doubt  movable  chairs  make 
the  best  seating  for  a  Sunday-school ;  ordinary  church 
pews  should  never  be  used  if  it  can  be  avoided.  Settees 
with  reversible  backs  are  much  better ;  but  they  are  not 
so  good  as  chairs,  because  it  is  impossible  to  make  this 


The  Sunday  School  Equipped  29 

kind  of  seat  as  comfortable  as  a  chair.  Then,  chairs 
have  a  distinct  advantage,  especially  with  children,  in 
providing  individual  seats.  By  their  use  it  is  possible  to 
avoid  crowding  and  some  of  the  other  evils  which  arise 
from  placing  children  too  close  together.  The  chairs 
should  be  large  enough  to  be  comfortable  and  low  enough 
so  that  the  occupants  can  rest  their  feet  squarely  upon 
the  floor.  This  will  require  at  least  two  or  three  sizes 
of  chairs.  There  should  be  a  difference,  if  possible,  be- 
tween the  beginners'  chairs  and  the  primary  chairs.  The 
chairs  should  be  pretty;  they  are  usually  painted  in 
bright  colours  because  the  children  like  them  so. 

The  Officers*  Furniture.  The  superintendent  should 
have  a  desk  of  his  own,  and  if  possible  in  a  room  of  his 
own,  in  which  he  may  keep  all  the  material  which  he 
desires  for  his  own  special  use.  All  the  other  officers  of 
the  main  school,  and  of  the  departments  as  well,  should 
have  such  tables  and  desks  as  they  need  to  enable  them 
to  do  their  work  well.  It  costs  a  little  money  to  provide 
this  furniture ;  but  it  pays  in  the  long  run.  Each  officer 
can  keep  his  books,  reports,  and  all  his  material  in  tidy 
shape,  and  as  a  result  the  work  will  be  better  done. 

The  Supply  Case.  The  secretary,  or  other  proper 
officer  in  charge,  should  be  supplied  with  a  suitable  case, 
which  can  be  locked,  in  which  should  be  kept  all  of  the 
supplies  of  the  school,  such  as  papers  waiting  for  future 
delivery,  lesson  helps,  printed  matter,  cards,  report  blanks, 
etc.  Much  money  is  wasted  because  these  things  are  not 
properly  taken  care  of  If  they  are  laid  upon  a  table 
they  soon  become  disarranged,  crumpled,  and  soiled,  and 
then  find  their  way  to  the  floor  and  into  the  waste  basket. 
One  officer  should  be  responsible,  and  should  be  the  only 


30         How  to  Conduct  a  Sunday  School 

one  to  handle  them.  When  any  of  these  things  are  de- 
sired by  anybody  in  the  school,  he  should  be  obliged  to 
get  them  from  this  officer ;  in  this  way  only  can  the 
proper  economy  be  exercised. 

Class  Tables.  Some  furniture  houses  now  make 
tables  for  this  purpose  and  they  are  very  desirable.  The 
tables  should  not  be  very  large,  perhaps  twenty  to  twenty- 
four  inches  by  about  twenty-four  or  thirty  inches,  with  a 
deep  drawer  which  can  be  locked.  In  this  drawer  should 
be  placed  all  the  property  of  the  class,  such  as  song  books, 
cards,  pencils,  pads,  etc.,  etc.  I  know  of  one  school  where 
the  tables  are  made  with  one  leg  only  and  this  fits  into  a 
socket  in  the  floor.  When  they  are  removed  to  the 
closet  where  they  are  kept  during  the  week,  the  room  is 
clear  for  other  meetings.  This  would  be  true,  however, 
of  ordinary  tables,  and  they  could  be  used  for  other 
things  ;  consequently  we  prefer  them. 

Class  Boxes.  Class  boxes  are  next  in  value.  The 
boxes  for  a  given  department  should  be  uniform  in  size 
and  fitted  into  a  neat  case  from  and  to  which  they  should 
be  taken  by  the  teacher  or  some  member  of  the  class, 
before  the  school  begins  and  at  its  close.  Each  box 
should  be  marked  with  the  number  or  name  of  the  class 
and  should  contain  all  of  the  class  belongings.  The  ad- 
vantage of  class  tables  and  boxes  is  that  the  time  of  dis- 
tributing song  books  and  supplies  is  saved  at  the  opening 
of  the  school,  and  the  scattering  of  cards  and  papers 
about  the  floor  is  avoided.  Class  boxes  are  often  at- 
tached to  the  under  part  of  the  teacher's  chair.  This  is 
convenient,  but  renders  the  chair  of  little  use  for  other 
purposes. 

Blackboards.    I  would  about  as  soon  think  of  con- 


The  Sunday  School  Equipped  31 

ducting  a  school  without  music  as  without  blackboards. 
They  are  useful  for  so  many  things.  There  should  be  a 
good  board  in  the  main  room  as  indicated  above,  built 
into  the  wall  if  possible.  The  same  is  true  of  every  de- 
partment room.  Then  there  should  also  be  a  blackboard 
in  every  class  room.  Of  course  the  best  board  is  one 
built  into  the  wall,  because  it  takes  no  room  and  is  always 
in  place.  However,  the  revolving  boards  now  sold  by 
various  Sunday-school  supply  houses  are  very  fine  indeed 
and  quite  inexpensive.  The  blackboards  will  be  useful 
for  lesson  outlines,  announcements,  reports,  etc.,  and  in 
teaching  in  the  various  classes,  also  in  the  workers'  meet- 
ing, while  they  may  be  used  in  announcing  the  hymns 
and  in  many  other  ways.  It  is  surprising  to  see  how 
many  Sunday-schools  are  able  to  get  along  without  a 
blackboard,  and  in  many  churches  it  is  a  rare  thing  to 
find  a  good  one.  Lap-blackboards  are  now  provided, 
about  two  feet  square,  and  are  very  valuable  for  some 
purposes,  though  they  soil  the  clothes  of  those  who  use 
them.* 

Wall  Maps.  Every  Sunday-school  should  have  at 
least  three  good,  large  wall-maps,  one  of  Palestine,  one 
of  all  the  Bible  lands,  and  another  of  Paul's  missionary 
journeys.  Other  maps  are  desirable,  but  these  will  answer. 
If  I  could  add  but  one  more  map,  it  would  be  a  mission- 
ary map  of  the  world  showing  especially  where  the  de- 
nomination to  which  the  school  belongs  has  its  mission 
stations.  It  is  economy  to  buy  good  maps  and  it  will 
pay  to  get  those  attached  to  spring  rollers  so  that  they 
can  be  rolled  up  out  of  the  way.  A  map  hung  on  the 
wall  soon  gathers  dust,  becomes  unsightly,  gets  torn  and 

*  See  Appendix  for  books  on  the  use  of  the  blackboard. 


32  How  to  Conduct  a  Sunday  School 

cracked,  and  is  finally  thrown  away  before  it  has  served 
its  day  of  usefulness. 

If  the  workers'  meetings  are  held  in  a  separate  room 
there  should  be  also  a  set  of  maps  there,  though  they 
need  not  be  quite  so  large.  Money  spent  in  good  maps 
is  well  invested.  In  buying  maps  avoid  those  with  such 
a  quantity  of  detail  as  to  obscure  the  more  important 
features.  A  relief  map  of  Palestine  is  desirable  for  closer 
study  and  should  be  placed  in  the  workers'  meeting  room 
rather  than  in  the  main  room. 

Sand  Map.  Most  primary  teachers  attach  much  value 
to  a  sand  map,  and  it  is  certainly  very  interesting  to 
children,  and  even  to  older  scholars  as  well.  Many  pri- 
mary workers  who  do  not  now  have  sand  maps  would 
have  them  if  they  knew  how  easily  they  can  be  con- 
structed, and  how  inexpensive  they  are.  The  following 
suggestions  are  given  for  the  benefit  of  any  who  may 
desire  to  make  one. 

Have  a  carpenter  make  the  wooden  frame  as  follows  : 
it  should  be  about  two-thirds  as  wide  as  it  is  long ;  a  good 
size  for  a  small  map  would  be  two  feet  wide  and  three 
feet  long.  The  bottom  should  be  constructed  of  plain 
boards — pine  is  better  because  it  is  light.  Around  the 
edge  of  the  board  should  be  a  frame  made  of  half-inch 
strips  nailed  to  the  edge  and  projecting  about  an  inch 
and  a  half  above  it.  This  frame  should  be  placed  on 
four  legs,  the  front  legs  of  which  should  be  about  six 
inches  shorter  than  the  back  two,  so  that  the  map  will  be 
tilted  towards  the  scholars,  though  in  small  classes  it  is 
well  for  the  scholars  to  stand  about  the  map  while  it  is  in 
use.  Then  have  a  tinner  cover  the  whole  upper  surface 
with  zinc.     If  the  zinc  is  allowed  to  cover  the  entire  bot- 


The  Sunday  School  Equipped  33 

torn  and  run  up  over  the  edges  it  will  make  it  all  the 
stronger.  Having  secured  this,  all  you  need  in  addition 
is  a  pail  full  of  moulder's  sand.  This  is  perfectly  clean 
and  not  at  all  disagreeable  to  handle.  When  through 
using  the  sand  map,  place  the  sand  back  in  the  pail,  as 
it  will  keep  moist  better  there  and  will  not  gather  so 
much  dirt.  A  very  little  water  will  keep  the  sand  suf- 
ficiently moist.  Some  very  small  square  blocks  of  several 
sizes,  painted  white,  will  answer  very  well  for  houses. 
The  zinc  does  not  look  unlike  water  and  will  answer 
very  well  in  its  natural  colour  for  rivers  and  lakes  by 
simply  removing  the  sand  where  you  wish  these  natural 
features  to  be.  A  sand  map,  if  properly  made,  is  really 
a  relief  map  and  often  serves  to  make  the  teaching  of  the 
lesson  more  vivid. 

Charts.  There  are  various  charts  illustrating  the  Bible 
nowadays  which  are  very  helpful.  There  are  quite  a 
number  of  the  Life  of  Christ  but  the  one  which  renders 
us  the  best  service  is  designed  by  George  P.  Perry  and  is 
entitled  *♦  The  Life  of  Christ."  There  are  charts  also  pre- 
pared for  the  purpose  of  guiding  in  the  chronological 
study  of  the  Bible.  There  are  available  now,  also,  a  large 
number  of  very  fine  charts  illustrating  mission  themes, 
and  temperance  as  well.  These  charts  may  be  had 
through  the  denominational  and  other  publishing  houses, 
and  are  exceedingly  inexpensive.  Every  Sunday-school 
should  have  sets  of  these  charts  for  use  on  proper  occa- 
sions, but  they  should  not  be  always  displayed  as  they 
soon  lose  their  interest  and,  if  exposed,  become  unfit  for 
use. 

Musical  Instruments.  In  the  arrangement  of  musical 
instruments  (organs  and  pianos)  it  is  well  to  have  one  not 


34  How  to  Conduct  a  Sunday  School 

only  in  the  main  room,  but  one  also  in  the  primary  room, 
and  one  in  each  other  department-room  where  singing  is 
desired.  For  a  moderately  sized  room,  a  piano  is  more 
desirable  than  an  organ,  though  either  answers  the  pur- 
pose. A  fine  combination  for  leading  the  music  is  to 
have  a  piano  tuned  with  an  organ,  and  the  two  played 
together.  The  piano  speaks  more  distinctly,  while  the 
organ  sustains  the  tone,  and  the  two  make  a  fine  back- 
ground for  the  singing.  If  there  is  an  orchestra,  it 
should  be  made  up  only  of  those  who  are  in  full  sym- 
pathy with  the  work  of  the  Sunday-school  and  quite 
ready  to  cooperate  by  helping  with  the  music  the  super- 
intendent desires  to  use,  rather  than  ambitious  to  render 
set  pieces,  some  of  which  may  not  be  appropriate  to  the 
occasion.  A  good  orchestra,  properly  led,  is  of  imm^ense 
value,  especially  if  the  school  meets  in  a  large  room. 

Bibles.  Every  member  of  the  school  who  is  old 
enough  to  read  the  Bible  should  bring  his  own  Bible 
from  home,  and  use  it  in  the  class.  It  is  well,  however, 
for  the  church  to  have  a  supply  of  Bibles  so  that  every 
person  can  have  one  for  his  individual  use.  Even  where 
the  graded  lessons  are  used  and  there  is  a  separate  text- 
book, the  Bible  should  be  in  the  hands  of  all.  Its  use 
will  often  be  required  in  looking  up  references  and  veri- 
fying passages.  It  is  well,  also,  to  use  the  Bible  in  the 
general  exercises  of  the  school,  or  the  department,  so 
that  the  scholars  may  learn  to  find  the  places  quickly. 

Song  Books.  The  only  suggestion  we  have  to  offer 
under  this  head  is  that  there  should  be  plenty  of  song 
books.  When  two  or  three  are  obliged  to  sing  from  one 
book,  disorder  is  created,  and  good  singing  is  not  easily 
secured.    Having  selected  the  book  you  want,  get  plen^v 


The  Sunday  School  Equipped  35 

of  them.  Nothing  can  help  or  mar  the  Sunday-school 
atmosphere  so  much  as  the  music.  Music  is  worship, 
and  both  the  words  and  the  tunes  should  be  selected 
with  this  in  mind.  Use  many  of  the  standard  hymns 
which  have  stood  the  test  of  years,  but  do  not  turn  aside 
wholly  from  the  modern  Sunday-school  music,  much  of 
which  is  full  of  sweetness,  inspiration,  and  power. 

The  Teachers'  Library.  Most  Sunday-school  work- 
ers are  coming  to  agree  that  a  few  well-selected  books  in 
a  teachers',  or  better,  workers'  library,  are  more  desirable 
than  a  larger  library  for  the  scholars,  though  both  are 
valuable.  Some  churches  have  what  they  call  •*  the 
Teachers'  Retreat,"  a  room  set  apart  for  the  teachers, 
containing  a  teachers'  library,  with  reference  books  and 
all  other  helps.  All  officers  and  teachers  have  access  to 
the  room  at  any  time.  Literature  of  our  day  especially 
adapted  to  Sunday-school  officers  and  teachers  is  abun- 
dant and  helpful.  Books  of  this  type  are  being  issued 
more  rapidly  now  than  ever  before,  and  every  worker 
should  have  a  library  of  his  own,  even  if  it  does  not  con- 
tain many  books.  For  a  good  list  of  books  to  put  into  a 
workers'  library  see  Appendix  B. 

General  Library.  There  is  a  wide  difference  of  opin- 
ion as  to  the  value  of  a  general  library  for  the  use  of 
the  scholars,  though  many  schools  have  them  and  would 
not  give  them  up.  Many  of  our  public  libraries  are  now 
equipped  with  Sunday-school  sections,  the  books  in 
which  have,  for  the  most  part,  been  suggested  by  the 
Sunday-school  workers  of  the  city  or  vicinity.  Most 
libraries  are  ready  to  do  this  if  they  are  requested  to. 
Catalogues  of  these  Sunday-school  sections  are  often 
issued   separately  and   distributed   among   the  Sunday- 


36         How  to  Conduct  a  Sunday  School 

school  scholars.  In  this  way  they  know  just  what  books 
are  to  be  had  and  are  often  led  to  use  them.  One  reason 
why  many  schools  are  dropping  out  their  library  is  be- 
cause of  the  multitude  of  choice  Sunday-school  papers 
now  being  issued.  These  come  fresh  to  the  school  every 
Sunday  and  are,  for  the  most  part,  filled  with  choice 
reading  matter. 

There  is  a  right  way  and  a  wrong  way  to  manage  a 
library.  The  wrong  way  is  to  start  the  library  going,  fill 
it  up  with  a  lot  of  new  books,  and  then  pay  no  attention 
to  it,  except  to  hand  out  the  books  as  desired,  and  credit 
them  when  they  are  returned,  until  at  length  the  new 
books  are  worn  out  and  all  interest  in  the  Hbrary  is  gone. 

The  right  way  is  to  have  a  permanent  library  com- 
mittee who  are  on  the  watch  all  the  time  for  new  and 
suitable  books,  having  at  their  disposal  continually  a 
given  sum  of  money  for  this  purpose.  If  the  money 
will  enable  them  to  put  in  one  new  book  a  week,  that  is 
the  way  to  do  it.  Books  ought  not  to  be  placed  in  a 
library  in  large  quantities  at  a  time.  In  the  average 
Sunday-school  of  two  to  three  hundred  members  one 
new  book  a  week  will  keep  the  library  aHve  indefinitely. 
This  book  should  be  selected  with  care,  and  its  title  an- 
nounced in  the  school  by  the  superintendent  on  the  Sun- 
day on  which  it  is  placed  in  the  library.  As  soon  as 
books  become  worn,  either  have  them  repaired  or  dis- 
carded. To  continue  to  give  out  books  that  are  worn 
and  have  some  pages  missing  and  others  torn,  is  to  dis- 
count your  library  and  give  the  impression  that  it  is  not 
of  much  value. 

Perhaps  the  best  way  to  keep  track  of  the  books  is  by 
the  card  system  commonly  in  use.     I  would  not  have  the 


The  Sunday  School  Equipped  37 

books  exchanged  on  Sunday  if  I  could  help  it,  and  if  it 
must  be  done  on  Sunday  it  should  not  be  done  during 
the  school  hour.  There  is,  however,  very  little,  if  any, 
time  lost  by  having  the  scholars  deposit  the  books  they 
return  as  they  enter  the  building, — having  indicated  on 
the  card  the  books  they  wish  to  draw, — and  securing 
these  books  as  they  start  to  their  homes.  I  would  not 
distribute  the  books  during  the  school  hour  at  all. 

Some  reliable  publishing  houses  are  now  furnishing 
circulating  libraries  which  a  school  may  use  for  a  time 
and  return,  or  exchange  some  books  for  others.  This  is 
a  capital  idea  and  especially  adapted  to  small  schools. 

It  is  not  necessary  to  have  all  the  books  of  a  purely 
religious  character,  though  they  ought  to  be  clean,  moral, 
uphfting,  and  suited  to  children  and  young  people. 
Nearly  all  dealers  in  library  books  now  send  out  cata- 
logues, and  some  send  out  books  themselves  from  which 
to  make  selections.  Care  should  be  taken  to  select 
books  that  are  adapted  to  the  different  departments  and 
ages,*  and  they  should  be  classified  accordingly  in  the 
catalogue. 

Cabinets.  Small  cabinet  cases  built  into  the  wall  or 
fastened  to  it  in  various  parts  of  the  room,  containing 
articles  from  Bible-lands,  are  very  helpful.  By  way  of 
illustration,  I  know  of  one  Sunday-school  having  per- 
haps a  dozen  such  cabinets  in  various  parts  of  the  build- 
ing. One  of  them  contains  stuffed  birds  from  the  Holy 
Land  ;  others,  samples  of  grain  ;  others,  different  articles 

>  The  Sunday  School  Times  will  furnish  good  lists  of  books,  as  will  also 
the  denominational  publishing  houses  ;  likewise,  W.  A.  Wilde  &  Co., 
Boston;  Fleming  H.  Revell  Co.,  New  York  and  Chicago;  The  Temple 
Library,  Philadelphia ;  the  Church  Library  Association,  Cambridge,  Mass. 


38  How  to  Conduct  a  Sunday  School 

of  wearing  apparel ;  others,  samples  of  woods,  and  so 
on.  It  is  very  desirable,  if  possible,  to  have  such 
articles  as  phylacteries,  pieces  of  sackcloth,  etc.,  includ- 
ing possibly  a  *•  Joseph's  coat."  There  are  a  number 
of  reliable  concerns  which  deal  in  these  Oriental  articles. 

A  Reading-Room.  Many  city  churches  are  now  es- 
tablishing reading-rooms  which  are  supplied  with  current 
literature,  including  newspapers  and  magazines.  Where 
this  can  be  done,  under  proper  direction  and  control,  it 
is  a  very  desirable  thing.  If  allowed  to  run  itself,  how- 
ever, it  will  soon  run  out  or  "  into  the  ground."  If  the 
reading-room  could  be  conducted  in  connection  with  the 
library,  it  would  be  the  best  solution  of  the  problem  of 
both  reading-room  and  library.  Some  churches  are  do- 
ing this  and  find  it  greatly  to  their  advantage.  The 
reading-room  should  be  open  on  week-day  afternoons 
after  school,  and  in  the  evening,  also  all  day  on  Saturday, 
and  in  the  care  of  some  one  whose  authority  will  be  re- 
spected by  those  who  gather  there. 

An  Amusement  Room.  This  may  be  operated  in 
connection  with  the  reading-room,  though  it  should  not 
be  in  the  same  room,  but  rather  adjoining  it.  Great  care 
must  be  used  in  its  management  or  it  will  become  a  place 
for  boisterousness  and  disorder.  Properly  selected  games 
of  various  kinds,  with  suitable  tables  and  conveniences 
for  engaging  in  them,  will  go  far  towards  keeping  some 
boys  away  from  the  places  where  they  will  learn  only 
evil.  Both  reading-room  and  amusement  room  should 
be  closed  by  nine  o'clock  at  night. 

The  Bell.  In  some  Sunday-schools  the  bell  is  greatly 
overworked.  Ordinarily  its  use  is  wholly  unnecessary  to 
secure  order  but  is  very  desirable  for  the  purpose  of  giv- 


The  Sunday  School  Equipped  39 

ing  signals  of  various  kinds.  Large  buildings  with  a 
number  of  rooms  often  have  a  system  of  electric  bells 
in  the  various  rooms  and  at  the  doors  to  give  signals  to 
the  department  superintendents  and  door  men.  If  a 
signal  from  the  bell  is  used  for  the  purpose  of  securing 
order,  never  repeat  the  signal ;  give  it  once  and  then 
wait  until  order  is  secured.  If  you  ring  the  bell  twice 
for  order  to-day,  you  will  have  to  ring  it  three  times  next 
Sunday.  Use  a  small  tea-bell  just  large  enough  to  be 
heard  across  the  room.  The  less  noise  you  make  the 
better  when  seeking  to  secure  quiet.     Spare  the  bell. 

The  Flag.  Every  Sunday-school  should  teach  patriot- 
ism, therefore  it  is  a  good  thing  to  have  the  flag  of  the 
country  displayed  at  every  session  of  the  school,  and 
occasionally  to  sing  patriotic  hymns  and  call  attention  to 
the  flag.  Certainly  the  national  emblem  should  be  in 
evidence  at  all  public  gatherings.  A  Sunday-school 
that  is  not  producing  good  citizens  is  not  producing 
Christians.  We  suggest,  also,  the  use  of  the  Conquest 
flag,  or  Christian  flag — they  are  similar  but  not  exactly 
ahke.  The  flag  of  the  country  displayed  at  one  corner 
of  the  platform  and  the  Christian  flag  displayed  at  the 
other,  is  a  fine  setting  for  a  Sunday-school  session. 

Other  Equipment.  There  are  many  other  articles 
which  are  very  useful  in  the  equipment  of  Sunday- 
schools,  and  which  will  suggest  themselves  we  are  sure 
to  all  who  will  give  the  matter  any  thought ;  leaf  clus- 
ters for  the  smaller  children ;  the  proper  lesson  helps  and 
graded  papers;  building  blocks;  glass  birthday  bank; 
handwork  material ;  banners  and  stars ;  proper  record 
books  ;  necessary  blanks  and  class  cards ;  rubber  type  ; 
pictures   and   certificates;    various    devices  for  securing 


40         How  to  Conduct  a  Sunday  School 

attendance,  attention,  regularity,  liberality  in  giving, 
Bible-study,  etc.,  etc.  The  shelves  of  the  Sunday-school 
supply  houses  are  full  of  them.  We  desire,  however, 
before  closing  this  chapter,  to  raise  again  the  red  flag 
and  warn  our  readers  not  to  depend  upon  equipment. 
Equipment  is  the  track  and  rolling  stock ;  organization  is 
the  business  policy  ;  the  officers  and  teachers  are  the 
directors  of  the  road,  and  to  them  we  must  look  for 
results. 


Ill 

THE  SUNDAY  SCHOOL  ORGANIZED 

Organization  is  system,  the  lack  of  it  is  confusion. 
The  difference  between  a  mob  and  a  trained  army  is 
simply  organization.  Organization  secures  results  in  the 
best  and  quickest  way,  with  the  least  expenditure  of  time 
and  effort.  The  organization  of  a  Sunday-school  should 
be  like  the  works  of  a  watch ;  ever  going,  but  out  of 
sight;  ever  running,  yet  seldom  seen.  No  machinery 
should  be  introduced  into  a  Sunday-school,  or  anywhere 
else,  simply  for  the  purpose  of  "  seeing  the  wheels  go 
round."  When  wheels  are  visible  or  machinery  rattles 
there  is  something  wrong.  A  superintendent  of  our  city 
came  to  visit  our  school  recently.  He  said  to  the  super- 
intendent :  — "  I  always  had  an  idea  that  you  had  so  much 
red  tape  and  organization  here  that  you  got  your  feet 
tangled  up  in  it ;  and  I  have  come  to  visit  your  school  to- 
day just  to  see  how  it  works."  During  the  session  this 
visitor  was  shown  through  the  various  departments  of 
the  school.  When  the  session  was  over  the  member  of 
the  courtesy  committee  who  had  been  his  guide  said, 
"  Have  you  seen  the  machinery  ?  "  The  visitor  replied, 
"  No,  I  have  not,  but  the  results  of  it  are  very  evident." 

The  value  of  machinery  in  the  school  is  in  inverse 
ratio  to  its  visibility.  By  fruits,  and  not  by  fuss  and 
feathers,  you  may  measure  any  school  as  to  its  organiza* 
tion. 

In  organizing  a  Sunday-school  for  work,  the  first 
essential  is : 

41 


42  How  to  Conduct  a  Sunday  School 

Complete  Enrollment.  Here  is  a  weak  point  in  many 
Sunday-schools.  In  my  official  capacity  in  State  and 
International  work,  I  have  been  obliged  to  gather 
statistics.  That  experience  has  shown  me  that  there 
are  thousands  of  superintendents  who  do  not  know 
evren  the  number  of  members  they  have.  This  is  un- 
pardonable. The  effort  necessary  to  secure  this  informa- 
tion will  put  the  superintendent  or  other  officer  in  pos- 
session of  facts  about  his  school  which  will  greatly  help 
him  in  carrying  forward  his  work.  Complete  enrollment 
will  include  the  name  of  every  individual  in  the  school 
or  in  any  way  connected  with  it ;  but  it  involves  much 
more  than  a  list  of  names.  There  are  other  things  we 
ought  to  know.  Among  these  certainly  are  the  address, 
date  of  entry,  location  in  the  school,  date  of  joining  the 
church,  also  the  date  and  cause  of  leaving.  The  card  on 
the  following  page  is  reproduced  for  the  purpose  of 
showing  what  is  considered  as  complete  enrollment  in  the 
school  where  it  is  used. 

There  are  now  many  kinds  of  enrollment  books  pre- 
pared, as  well  as  cards  suitable  for  keeping  this  record. 
There  are  advantages  in  using  a  book,  in  that  the  pages 
are  never  lost ;  there  is  an  advantage  in  the  card  system, 
in  that  if  a  card  is  soiled  or  mutilated  a  new  one  can  be 
put  in  its  place.  Another  advantage  in  the  cards  is  that 
the  records  of  scholars  who  leave,  or  have  died  may  be 
filed  away  separately ;  and  then  the  system  admits  of  in- 
definite expansion.  All  things  considered  we  prefer  the 
card  system  for  keeping  the  enrollment.  The  desired 
information  is  secured,  of  course,  from  new  scholars 
when  they  enter  the  school.  If  a  system  of  records  is 
introduced  into  a  school  for  the  first  time,  slips  asking 


The  Sunday  School  Organized 


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44         How  to  Conduct  a  Sunday  School 

for  the  desired  information  should  be  distributed  to  all 
the  members,  and  the  results  tabulated  by  the  proper 
officer.  It  will  be  seen  from  the  card  reproduced  on  the 
preceding  page  that  if  all  this  information  is  gathered  and 
properly  tabulated  in  a  large  school,  it  means  that  some 
person  must  be  selected  for  the  special  purpose  of  taking 
charge  of  this  department,  for  it  requires  a  great  deal  of 
time  and  labour.  This  officer  is  properly  called  the 
biographer,  or  the  historian. 

The  Records.  A  variety  of  records  is  needed.  First 
those  pertaining  to  the  school  as  a  whole,  such  as  at- 
tendance, etc.,  then  those  relating  to  the  classes  and  to 
individual  scholars.  The  weekly,  monthly  and  annual 
records  of  the  school  itself  should  be  kept  in  a  book 
made  for  the  purpose.  They  should  be  kept  in  ink  and 
the  work  neatly  done.  They  should  be  comprehensive, 
in  that  they  take  in  all  of  the  features  which  it  is  de- 
sirable to  record.  They  should  be  comparative,  showing 
the  gain  or  loss  as  compared  with  the  foregoing  Sundays, 
months,  or  years.  It  is  my  conviction  that  many  schools 
require  too  much  in  the  way  of  detailed  record.  It  is  all 
right  to  keep  the  individual  Sunday  record  of  each 
scholar  on  a  class  card,  but  to  transfer  this  into  a  book 
for  the  permanent  record  of  the  school  is  a  waste  of  time. 
In  the  years  to  come  there  will  be  little  or  no  value  in 
knowing  whether  John  Jones  was  present  on  the  third 
Sunday  of  November.  It  is  important  to  know  when 
John  Jones  entered  the  school  and  when  he  left  and 
certain  leading  facts  connected  with  his  attendance. 

It  is  a  peculiar  fact  connected  with  the  keeping  of 
records  and  the  gathering  of  statistics  that  the  less  you 
ask  for  the  more  you  get ;  at  least,  the  fewer  items  any 


The  Sunday  School  Organized  45 

given  officer  is  obliged  to  keep  track  of  in  a  Sunday- 
school,  the  more  accurate  his  work  will  be. 

The  Secretary's  W^eekly  Record.  The  secretary's 
record  for  each  session  of  the  school  should  show  the 
number  present  and  number  absent  in  each  department 
for  that  day.  The  total  of  these  two  columns  of  figures 
should  give  the  exact  enrollment  of  the  school.  The 
number  of  visitors  should  also  be  taken.  In  reading  the 
footings  the  attendance  for  the  day  should  be  compared 
with  that  of  the  same  day  of  the  previous  year,  thus 
showing  whether  the  school  is  growing  or  not.  This 
report  should  also  include  a  record  of  the  deaths — if  any  ; 
the  names  of  those  reported  sick  ;  the  number  in  attend- 
ance at  the  last  workers*  meeting,  the  number  of  star 
classes  for  the  day  (that  is,  classes  having  all  members 
present  with  their  Bibles).  This  report  by  the  secretary 
should  first  be  made  on  a  pad  with  a  pencil,  and  after  it 
has  been  verified,  entered  in  ink  in  the  book  referred  to 
above.  At  the  end  of  each  month,  quarter,  and  year, 
the  secretary  should  enter  in  his  book  the  average  attend- 
ance, showing  how  it  compares  with  the  same  month 
or  quarter  of  the  year  before.  A  sample  weekly  report 
is  found  on  the  following  page.  It  was  the  actual  report 
presented  on  the  date  indicated. 

The  Treasurer's  Report.  This  report  should  show 
the  number  of  givers  and  the  number  of  omitters,  the 
amount  contributed  in  each  department  and  the  total  for 
the  whole  school.  It  should  also  set  forth  clearly  the  ex- 
penditures for  the  week  and  the  balance  on  hand.  If  the 
number  of  omitters  is  read  off  for  each  department  it  will 
stimulate  all  to  give.  The  treasurer  should  also  report 
the  monthly  and  quarterly  totals  and  averages,  and  the 


46  How  to  Conduct  a  Sunday  School 

Secretary's   Weekly   Report 


Sunday^  January  i 

29,  1905. 

ATTENDANCE 

Officers  (entire  school), 
Teachers  (entire  school), 
Senior  Department, 
Normal  Department, 
Young  Men's  Department, 
Young  Women^s  Department, 
Intermediate  Department, 
Jwnior  Department, 
Primary  Department, 
Beginner^  s  Department, 
Visitors, 

Total  to-day. 

Attendance  one  year  ago  to-day 

Present 

88 

72 

81 

18 

62 
185 
108 
185 
126 

29 

76 

870 

Absent 
8 
11 
21 

88 
68 

U 
58 
80 
85 

818 

Deaths  reported. 

None 

■•— 

Names  of  members  reported  sick, 

(Six  reported) 

Number  at  last  Teachers^  meeting. 

80 

Number  of  Star  Classes  to-day  (all  members  present  with 
their  Bibles), 

1 

Weather, 

Very  cold 

REMARKS : 

Several  decided  for  Christ  to-day. 

Please  hand  duplicate  to  Superintendent  each  Sunday, 


The  Sunday  School  Organized  47 

annual  averages  at  the  close  of  the  year.  For  a  copy  of 
the  treasurer's  weekly  report  see  the  chapter  on  "  Giving." 
The  Teachers'  Records.  The  records  of  the  individual 
scholar  are  usually  kept  by  the  teacher  on  a  class  card. 
The  marking  with  us  is  done  on  a  percentage  basis,  as 
follows  : — (These  are  the  percentages  of  credits  given  to 
all  officers  and  teachers  of  all  departments  and  to  the 
scholars  of  all  departments  above  thirteen  years  of  age). 

Attendance  at  Sunday-school,  60  per  cent. 

Bible  brought  from  home,  10 

Offering  made,  10 

Home  study  of  the  lesson,  10 
Presence  at  church  service  since 

the  last  session  of  the  school,  10 

Perfect  marking,  100 

This  method  of  recognition  has  been  criticised  because 
it  apparently  places  attendance  at  the  Sunday-school  at 
a  higher  value  than  lesson  study,  when  lesson  study  is 
the  thing  especially  desired.  The  purpose  of  the  mark- 
ing system  is  to  secure  regular  attendance,  without  which 
no  amount  of  good  teaching  will  secure  home  study  of 
the  lesson.  If  we  can  secure  the  presence  of  the  scholar 
regularly,  the  responsibility  for  securing  home  study  rests 
with  the  teacher. 

The  above  system  of  marking  is  not  so  intricate  as  it 
appears.  The  scholar  seated  before  the  teacher,  with 
Bible  in  hand,  with  his  home  study  slip  and  with  his  of- 
fering, leaves  but  one  question  for  the  teacher  to  ask, 
viz. :  "  Have  you  attended  a  church  service  since  the  last 
session  of  our  school  ?  "     By  "  church  service  "  is  mean^ 


48  How  to  Conduct  a  Sunday  School 

the  Sunday  morning  or  evening  church  service,  or  mid- 
week prayer-meeting  at  our  own  church. 

For  scholars  between  nine  and  twelve  years  of  age 
church  attendance  is  not  required,  and  the  attendance  at 
Sunday-school  is  marked  seventy  per  cent,  instead  of 
sixty  per  cent.,  the  other  features  remaining  the  same. 

For  members  of  the  primary  and  beginners'  depart- 
ments, attendance  at  Sunday-school  is  marked  eighty, 
committing  of  Golden  Text  ten,  the  bringing  of  an  offer- 
ing ten. 

For  the  home  department,  the  keeping  of  the  weekly 
pledge  to  study  the  lesson  one-half  hour,  is  marked  100. 

Absence  from  sickness,  marked  S. 

Absence  out  of  town,  marked  O.  T. 

Absence  other  causes,  left  blank. 

For  tardiness  or  misconduct  on  the  part  of  a  scholar 
the  teacher  is  at  liberty  to  deduct  five,  ten  or  more  from 
the  marking  at  his  discretion. 

A  record  of  ninety-five  per  cent,  for  each  quarter  of 
the  year  is  required  in  order  to  earn  the  honours  of  the 
school.  The  diploma  is  given  to  those  who  reach  the 
ninety-five  per  cent,  for  each  quarter  of  the  year.  It  is 
described  elsewhere. 

Divisions  and  Departments.  The  Sunday-school 
should  be  separated  into  three  sections,  called  Divisions. 
These  Divisions  are  based  largely  upon  age  and  include 
everybody — all  ages  from  the  cradle  to  the  grave.  The 
Divisions  are  separated  into  Departments,  which  are 
based,  likewise,  principally  upon  the  age  of  the  pupils. 
The  Departments  are  separated  into  Classes. 

The  Elementary  Division. — This  includes  all  scholars 
from  birth  up  to  twelve  years  of  age  inclusive.     The  Ele- 


The  Sunday  School  Organized  49 

mentary  Division  is  separated  into  four  Departments,  as 
follows : 

1.  Cradle  Roll — birth  to  three. 

2.  Beginners — three,  four,  and  five. 

3.  Primary — six,  seven,  and  eight. 

4.  Junior — nine,  ten,  eleven,  and  twelve. 

The  Primary  and  Junior  Departments  are  divided  into 
classes,  and  sometimes  the  Beginners'  Department  as 
well. 

The  Secondary  Division. — This  includes  all  pupils 
of  the  teen  age,  from  thirteen  to  nineteen,  both  years 
inclusive,  and  is  separated  into  two  Departments,  as 
follows : 

1.  The  Intermediate  Department  for  scholars 

thirteen,  fourteen,  fifteen,  and  sixteen 
years  of  age. 

2.  The  Senior  Department  for  scholars  seven- 

teen, eighteen,  and  nineteen  years  of  age. 
Sometimes  twenty-year-old  scholars  are 
included  in  the  Senior  Department. 

The  Adult  Division. — This  includes  all  above  the  teen 
age,  or  certainly  all  above  twenty  years  of  age,  and  is 
divided  into  three  Departments  : 

1.  Organized  classes. — (Of  course,  all  classes 

made  up  of  grown  people  would  be  in- 
cluded in  this  Department,  but  it  is  de- 
sirable that  they  should  all  be  organized.) 

2.  The  Home  Department. — This  Department 

belongs  to  this  Division  and  is  coming 
more  and  more  to  be  so  recognized. 
Formerly  it  has  been  classified  by  itself 
but,  being  made  up  almost  wholly  of 
grown  people,  it  properly  belongs  here. 


50         How  to  Conduct  a  Sunday  School 

3.  The  Parents'  Department. — This  is  a  new- 
Department  for  Parents,  as  explained  by 
the  title,  and  is  coming  rapidly  into  fa- 
vour. The  title  describes  the  class.  It 
is  intended  for  parents  to  study  the  Bible 
from  the  standpoint  of  parents  and,  inci- 
dentally, also  to  stud}^  methods  of  dealing 
with  their  famihes  in  regard  to  religious 
instruction. 

The  following  diagram  will  present  the  organized 
school  to  the  eye  so  that  it  may  be  more  easily  under- 
stood : 


I.     Elementary  Division- 


II.    Secondary  Division 


III.     Adult  Division 


1 .  Cradle  Roll — Ages,  birth  to 

three. 

2.  Beginners  —  Ages,      three, 

four  and  five. 

3.  Primary — Ages,  six,  seven, 

and  eight. 

4.  Junior — Ages,     nine,     ten, 

eleven,  and  twelve. 

5.  Intermediate  —  Ages,    thir- 

teen, fourteen,  fifteen,  and 
sixteen. 

6.  Senior  —  Ages,     seventeen, 

eighteen,  and  nineteen  (or 
twenty). 

7.  Organized    Classes  —  Ages, 

twenty  and  up. 

8.  Home  Department. 

9.  Parents'  Department. 


General  Departments.  There  are  certain  general  de- 
partments in  every  Sunday-school  not  determined  by 
ages  and  which  are  not  included  in  the  divisions  given 
above  but  apply  rather  to  all  of  those  divisions : 


The  Sunday  School  Organized  51 

1.  Teacher  Training  for  the  purpose  of  supplying  a 
special  course  of  training  preparatory  to  becoming  effi- 
cient teachers  in  the  school.  The  best  Teacher  Training 
class  is  usually  one  composed  of  young  people  who  are 
not  now  teaching  but  meet  at  the  school  hour  for  the 
recitation  under  a  competent  instructor.  All  members 
of  this  class  should  be  pledged  before  enrollment  to  be- 
come teachers  in  the  Sunday-school  when  they  have 
completed  the  course. 

2.  Temperance  for  the  purpose  of  teaching  temper- 
ance to  all  departments  of  the  school,  including  pledge- 
signing  and  general  temperance  instruction. 

3.  Missionary  for  the  purpose  of  giving  to  the 
Sunday-school  missionary  instruction  and  fostering 
missionary  interest. 

In  addition  to  the  above,  other  general  departments 
may  be  added,  as  music,  athletics,  finance,  etc. 

The  Officers.  An  essential  feature  of  organization  in 
any  Sunday-school  is  that  it  be  well  officered.  All  offi- 
cers should  know  all  their  specific  duties  and  perform 
them.  It  is  impossible  to  exercise  too  much  care  in  the 
selection  of  the  officers.  As  another  chapter,  however, 
is  devoted  to  "  Officers  and  their  Duties,"  we  will  not  go 
further  into  the  subject  here. 


IV 

THE  SUNDAY  SCHOOL  GRADED 

Grading  Essential.  The  grading  of  the  public  school 
is  acknowledged  by  all  to  be  essential  to  the  best  results. 
The  same  is  equally  true  of  the  Sunday-school.  But  it 
is  also  true  that  there  are  difficulties  attending  the  grad- 
ing of  the  Sunday-school  which  are  not  encountered  in 
the  public  school,  as,  for  instance,  the  lack  of  authority, 
transient  membership,  poorly  adapted  buildings,  ungraded 
teachers  and  inadequate  facilities.  In  spite  of  all  this, 
however,  every  Sunday-school  may  be  graded  with  more 
or  less  completeness. 

Much  that  has  been  written  and  spoken  upon  the  sub- 
ject of  grading  in  the  Sunday-school  has  been  impracti- 
cable in  the  large  majority  of  schools  because  the  writer 
or  speaker  had  in  mind  a  first-class,  up-to-date  Sunday- 
school  with  all  modern  conveniences  as  to  building  and 
equipment.  A  modern  Sunday-school  building  and  an 
adequate  equipment  are  both  very  desirable,  but  they  are 
not  absolutely  necessary  in  order  to  carry  out  a  proper 
system  of  grading.  The  average  Sunday-school  in  this 
country  numbers  less  than  one  hundred  people  all  told, 
and  it  must  meet  in  one  room.  While  we  should  aim  at 
the  best,  and  hold  up  high  ideals,  we  must  not  forget  this 
Sunday-school.  The  principles  of  grading,  however,  are 
the  same  no  matter  what  the  size  of  the  school  may  be. 
The  method  of  applying  these  principles,  of  course,  will 

5a 


The  Sunday  School  Graded  53 

differ  in  schools  of  different  size  and  having  different 
equipment. 

Grading  Defined.  Grading  is  the  arranging  of  the 
members  of  the  school  into  divisions,  departments  and 
classes,  in  such  a  manner  that  the  scholars,  especially  the 
children  and  youth,  shall  be  classified  together  with  those 
of  about  their  own  age  and  advancement,  and  shall  be  in 
charge  of  officers  and  teachers  especially  qualified  to  meet 
their  needs. 

It  will  be  observed  that  if  each  officer  and  teacher  is 
to  be  especially  adapted  to  the  needs  of  some  one  de- 
partment that  officer  or  teacher  will  remain  with  that  de- 
partment, while  the  scholars  must  be  advanced  from  one 
department  to  another,  since  their  needs  are  changing 
continually  with  advancing  years. 

There  are  five  essential  conditions  of  grading  : 

First  Essential  of  Grading.  Separation  into  Divisions, 
Departments,  Grades,  and  Classes.  Every  school  natu- 
rally falls  into  three  general  divisions  :  {a)  the  children, 
including  those  who  cannot  read,  and  up  to  perhaps 
eleven  or  twelve  years ;  (p)  the  middle  class,  or  those 
who  come  between  the  two  extremes,  usually  covering 
the  teen  age;  {c)  those  who  are  fully  grown.  Effect- 
ive grading  has  to  do  especially  with  the  first  and 
middle  divisions  and  includes  scholars  from  the  time 
they  enter  the  school  until  they  are  nineteen  years  of 
age.  Many  schools  close  their  grading,  however,  with 
the  sixteenth  year.  Just  how  many  and  what  depart- 
ments are  needed  will  be  determined  by  local  conditions 
and  by  the  size  of  the  school.  The  diagram  given  in  the 
last  chapter  illustrates  what  has  been  said  above. 

While  the  basis  of  grading  as  given  above  is  largely 


54  How  to  Conduct  a  Sunday  School 

that  of  age,  it  is  not  wholly  so.  A  scholar  is  usually 
classified  with  those  of  about  his  own  age,  not  because 
he  is  just  so  old,  but  chiefly  because  scholars  of  a  given 
age  are  commonly  found  studying  the  same  lessons  in 
the  day-school.  Exceptions  can  be  made  and  should  be 
made  in  the  case  of  those  who  are  advanced  beyond  their 
years,  and  vice  versa. 

In  some  schools  the  passing  of  an  examination  in 
supplemental  and  normal  work  is  required  as  a  condition 
to  promotion.  It  is  very  difficult  to  accomplish  uniform 
results  by  the  exclusive  use  of  the  educational  or  mental 
standard  in  grading,  and  it  also  works  an  injustice  when 
attempting  to  classify  new  scholars  who  are  just  entering 
the  school,  and  who  have  not  had  the  opportunity  of 
taking  the  required  work  given  to  those  who  have  been 
regular  members.  Supplemental  work  may  be  carried 
on  as  a  feature  of  the  grading  of  those  schools  using  the 
uniform  lessons  but  should  not  be  made  a  rigid  and  ab- 
solute condition  of  promotion.  Those  who  satisfactorily 
complete  the  supplemental  work  may  be  promoted  with 
honour y  receiving  certificates  or  some  other  recognition ; 
but  those  who  do  not  master  the  supplemental  work 
should  not  be  held  back  on  that  account.  In  other 
words,  supplemental  work  should  be  made  a  condition  of 
earning  the  honours  of  the  school  rather  than  a  condition 
of  promotion. 

Second  Essential  of  Grading.  Departmental  Or- 
ganization. Each  department  of  the  school  should  have 
its  own  superintendent,  with  as  many  assistants  as  are 
necessary.  Their  duties  should  be  to  maintain  the  grad- 
ing of  the  department,  create  interest  and  enthusiasm, 
see    that   the   teachers   are  especially   adapted   to   and 


The  Sunday  School  Graded       55 

qualified  for  work  in  that  department,  and  do  all  in  their 
power  to  add  to  its  efficiency.  In  small  schools  this 
superintendent  of  the  department  may  also  be  a  teacher, 
and  an  extra  officer  may  not  be  needed ;  nevertheless 
there  should  be  some  one  person  in  each  department, 
whether  teacher  or  otherwise,  who  is  perfectly  famihar 
with  the  grading,  and  with  the  needs  of  that  department 
in  every  particular,  and  whose  special  business  it  should 
be  to  determine  what  class  each  new  applicant  should 
enter.  In  other  words,  those  in  charge  of  a  given  de- 
partment should  know  at  once  whether  a  new  scholar 
brought  in  for  membership  belongs  in  that  department 
or  not,  and  if  so,  in  what  particular  class  of  that  depart- 
ment. 

Third  Essential  of  Grading.  A  Superintendent  of 
Classification.  It  is  one  thing  to  grade  a  Sunday-school 
and  quite  another  to  keep  it  graded.  It  will  be  readily  ob- 
served that  if  teachers  enroll  in  their  classes  any  one  who 
may  happen  to  apply  for  membership,  and  if  scholars  are 
permitted  to  bring  their  friends  promiscuously  into  their 
own  classes,  the  system  of  grading  will  soon  be  broken 
down.  There  must  be  a  superintendent  of  classification 
for  the  whole  school,  who  alone  shall  have  authority  to 
classify  the  scholars.  This  classification,  however,  refers 
to  departments  rather  than  to  classes.  For  instance,  a 
new  scholar  applies  for  membership.  The  superintendent 
of  classification  will  readily  discover,  by  questioning,  in 
which  department  this  scholar  should  be  enrolled.  The 
scholar  is  then  presented  to  the  superintendent  of  that 
department  who  will  know  at  once  in  which  class  of  the 
department  that  scholar  should  be  entered. 

There  are  many  schools  which  have  been  well  graded, 


56         How  to  Conduct  a  Sunday  School 

but  have  entirely  lost  their  grading  in  less  than  a  year 
because  of  failure  at  this  point.  In  some  schools  all  new 
scholars  are  enrolled  in  a  reception  class  in  which  they 
remain  until  it  is  definitely  known  where  they  should  be 
properly  classified,  and  whether  or  not  they  will  become 
permanent  members.  Grading  is  a  continuous  process, 
and  cannot  be  maintained  except  by  working  at  it  fifty- 
two  Sundays  a  year. 

Fourth  Essential  of  Grading.  Adaptation  of  Teach- 
ers, This  is  the  pivotal  point  in  grading.  The  teachers 
in  any  department  must  be  especially  quaUfied  for  work 
in  that  department.  This  is  the  principle  to  which  strict 
adherence  is  given  in  the  public  schools.  Successful 
teachers  of  the  primary  grades  are  not  transferred  to  the 
high  school.  In  most  cases  they  would  prove  complete 
failures.  For  the  same  reason  high  school  teachers  are 
not  put  into  the  primary  grades.  Having  found  a  teacher 
who  is  especially  adapted  to  a  given  department,  that 
teacher  should  remain  in  that  department,  and  not  pass 
from  one  department  to  the  next  with  the  scholars,  no 
matter  what  the  bond  of  affection  between  teacher  and 
scholars  may  be.  In  other  words,  graded  schools  must 
have  graded  teachers.  Many  schools  nowadays  are 
applying  the  principle  of  adaptation  of  teachers  to  so 
fine  a  degree  that  a  teacher  remains  with  a  class  but  one 
year  and  then  takes  another  class  of  the  same  age. 
Strictly  speaking,  this  is  the  public  school  method.  It  is 
not  so  easy,  however,  to  carry  it  out  in  the  Sunday- 
school,  but,  nevertheless,  there  are  many  advantages  in 
it  if  the  supply  of  teachers  of  the  right  sort  can  be  secured. 

Fifth  Essential  of  Grading.  Regular  Promotion. 
Let  there  be  a  regular  promotion  day  at  least  once  a  year. 


The  Sunday  School  Graded  57 

On  this  day  all  scholars  should  be  promoted,  except  those 
in  the  adult  division.  Those  in  the  first  year  of  any 
department  should  be  promoted  to  the  second  year ;  those 
in  the  second  year  to  the  third  year ;  those  in  the  last  year 
to  the  first  year  of  the  next  higher  department.  Teachers 
may  advance  with  their  class  from  one  year  to  another  in 
the  same  department  if  thought  best,  but  not  from  one 
department  to  another. 

The  promotion  should  involve  a  change  of  seats  if 
possible.  A  given  number  of  seats  may  be  known  as  the 
location  of  each  department,  reserved  year  by  year  for 
that  department.  In  this  manner  every  scholar  belong- 
ing to  the  departments  in  which  promotions  are  made 
would  change  his  seat  once  a  year. 

This  plan  can  be  carried  out  in  the  school  that  meets 
in  one  room,  even  though  there  be  but  one  class  in  each 
year  of  each  department.  In  the  absence  of  class  or 
department  rooms,  curtains  can  be  drawn,  or  imaginary 
lines  used  to  separate  one  department  from  another.  The 
primary  department  especially  should  be  separated  by 
some  means  from  the  rest  of  the  school  if  it  is  at  all  pos- 
sible to  do  so. 

We  recommend  that  these  promotions  be  made  one  of 
the  prominent  features  of  the  school,  and  that  special 
services  be  conducted  on  promotion  day  by  the  pastor 
and  superintendent.  Many  schools  have  a  beautiful  cus- 
tom of  presenting  every  child  with  a  Bible  as  he  leaves 
the  primary  department.  Perhaps  some  cannot  afford 
to  do  this.  Certificates  of  promotion  are  now  made  in  a 
variety  of  forms,  very  beautiful  and  inexpensive;  we 
recommend  their  use,  especially  for  such  scholars  as  have 
completed  the  required  work. 


58         How  to  Conduct  a  Sunday  School 

How  to  Begin  to  Grade  a  School.  Let  the  superin- 
tendent call  his  officers  and  helpers  together,  including  the 
pastor,  and  have  a  full,  free  discussion  of  the  whole 
matter,  presenting  all  that  can  be  said  in  favour  of 
grading  and  all  that  may  be  said  against  it.  Do  not 
proceed  further  than  this  until  there  is  practically  una- 
nimity among  the  leaders  upon  the  subject.  When  this 
is  secured,  then  call  the  teachers  together  and  lay  the 
project  before  them.  Some  will  consent  and  possibly 
some  will  object.  The  plan  of  grading  should  be  ex- 
plained in  detail  so  that  all  may  understand  it.  Its 
advantages  should  be  made  clear.  Then  it  would  be  well 
for  the  superintendent  to  present  the  matter  to  the  whole 
school,  explaining  especially  the  advantages  of  grading. 
Then  the  teachers  might  take  it  up  in  their  respective 
classes  and  talk  it  all  over  together,  showing  the  scholars 
the  benefit  of  grading,  but  not  giving  them  a  choice  as  to 
whether  they  will  be  graded  or  not.  In  any  case  the 
work  should  be  done  gradually  rather  than  abruptly. 
When  any  teacher  or  any  class  objects,  let  that  class 
alone  for  the  present,  and  move  only  those  scholars  and 
teachers  who  are  in  sympathy  with  the  plan.  After  the 
plan  has  been  in  operation  for  a  few  months  the  testi- 
mony of  the  teachers  whose  classes  are  graded  will  grad- 
ually cause  those  other  teachers  to  withdraw  their  objec- 
tions and  to  cooperate.  If,  however,  any  class  or  classes 
do  not  consent  to  the  grading,  let  them  alone  for  a  few 
years ;  they  will  be  very  soon  beyond  the  grading  period. 

It  will  be  observed  that  up  to  this  point  no  authority 
whatever  has  been  exercised  in  securing  the  grading. 
In  the  matter  however  of  receiving  new  scholars  into  the 
school  that  is  in  the  process  of  being  graded,  authority 


The  Sunday  School  Graded  59 

must  be  exercised,  or  you  will  lose  all  you  have  gained. 
This  is  where  the  superintendent  of  classification  becomes 
an  essential  factor.  The  new  scholar  must  either  go 
where  he  is  placed  or  he  cannot  enter  the  school  at  all ; 
there  is  no  alternative,  if  you  would  maintain  your 
grading.  The  grading  having  been  once  secured,  how- 
ever, it  is  quite  easy  to  insist  upon  this  condition.  But 
this  must  first  be  understood  thoroughly  by  all  the 
officers,  teachers  and  scholars.  The  superintendent  of 
classification,  especially  in  a  large  school,  should  have  a 
desk  where  he  may  always  be  found.  When  new  scholars 
appear  in  any  class  or  in  any  part  of  the  building,  they 
are  to  be  introduced  at  once  to  this  officer,  that  he  may 
classify  them.  Eternal  vigilance  is  the  price  of  grading  ^ 
and  no  school  will  long  remain  graded  which  does  not 
work  at  the  grading  problem  every  Sunday  in  the  year. 

For  the  encouragement  of  those  who  have  difficulty  in 
securing  the  grading  of  their  schools  the  experience  of 
one  of  the  best  graded  Sunday-schools  in  the  country 
may  be  cited.  It  took  this  school  five  or  six  years  to 
completely  establish  its  system  of  grading ;  and  it  was 
brought  about  m  the  following  manner  :  The  superintend- 
ent of  the  school  and  the  superintendent  of  the  primary 
department  were  the  only  officers  who  desired  to  have 
the  school  graded.  They  leagued  themselves  together 
for  this  purpose,  saying  nothing,  however,  about  it.  It 
was  decided  that  every  class  promoted  from  the  primary 
department  should  be  properly  graded  within  itself.  The 
superintendent  saw  to  it  that  no  new  scholars  were  put 
into  those  classes  unless  they  would  be  properly  classified 
there.  As  these  classes  advanced  from  year  to  year  they 
maintained  their  grading.     By   the   time   these  classes. 


6o         How  to  Conduct  a  Sunday  School 

moving  forward  step  by  step,  arrived  at  the  last  year  of  the 
intermediate  department,  all  those  who  had  objected  to  the 
grading  had  passed  on  beyond  the  grading  age.  Then  the 
superintendent  announced  to  the  teachers,  who  formerly 
had  been  unwiUing  to  cooperate,  that  they  now  had  a 
graded  school.  To-day  that  school  could  not  be  induced 
to  go  back  to  the  old  way  ;  neither  can  any  other  school 
which  has  once  enjoyed  the  benefits  of  thorough  grading. 
A  uniform  Sunday-school  nomenclature,  especially  in 
the  matter  of  the  names  of  departments,  is  greatly  to  be 
desired  and  indeed  is  necessary  before  the  largest  bene- 
fits can  be  realized  from  grading.  We  are  glad  to  see  a 
movement  in  this  direction  and  hope  that  the  day  is  not 
far  distant  when,  for  instance,  to  say  that  a  scholar  is  in 
a  given  department  of  any  school  will  convey  the  same 
idea  to  Sunday-school  workers  everywhere. 

Note  : — For  titles  of  books  bearing  upon  grading  and  other  phases,  see 
Appendix. 


THE  SUNDAY  SCHOOL  IN  SESSION 

No  session  of  the  Sunday-school  will  be  a  large  success 
for  which  there  has  been  no  previous  planning.  The 
time  of  the  session  is  so  short,  and  there  are  so  many- 
things  to  be  done,  that  unless  a  good  deal  of  thought  has 
been  given  to  the  program  before  the  session  begins, 
there  will  be  much  confusion  and  waste  of  opportunity 
during  its  progress.  A  wise  superintendent  will  readily 
understand  that,  if  any  large  measure  of  profit  is  to  come 
from  the  Sunday-school,  there  is  much  planning  and 
thinking  for  him  to  do. 

Before  the  Session.  Before  going  to  the  building  the 
program  should  be  carefully  planned  in  all  its  details,  and 
written  out.  In  other  words,  get  ready.  Then  go  to  the 
church  early  and  see  that  the  room  is  in  readiness.  It 
may  be  necessary  to  call  the  janitor's  attention  to  some 
things  that  have  been  forgotten,  such  as  proper  ventila- 
tion, temperature,  arrangement  of  chairs.  The  officers 
and  teachers  should  be  so  well  trained,  and  so  thoroughly 
interested  in  this  matter,  that  they  will  all  be  in  their 
places  before  the  time  to  open  the  school.  When  the  set 
time  arrives  for  beginning,  begin.  Have  a  signal  which 
all  will  understand,  indicating  that  you  are  ready.  This 
signal  should  be  given  on  the  very  minute  the  school 
ought  to  begin.  Having  once  given  the  signal  for  order, 
pever  repeat  it ;  stand  and  wait  until  quiet  is  secured ; 
tb^n  proceed.    Do  not  scold  if  attention  is  not  secure^ 

6t 


62  How  to  Conduct  a  Sunday  School 

immediately ;  you  will  get  it  quicker  by  being  patient, 
and  waiting. 

The  superintendent  ought  to  have  in  mind  every  detail 
of  the  entire  session  before  opening  the  school.  He 
should  know  what  hymns  are  to  be  sung,  who  is  to  read 
the  lesson,  offer  prayer,  or  take  any  other  part  in  the 
service.  The  Sunday-school  session  should  be  provided 
for  as  carefully  as  the  preaching  service  of  the  church. 
A  hymn  board  made  of  cloth  blackboard  material  giving 
the  number  of  the  hymns  is  convenient  and  saves  time. 
It  may  be  hung  in  a  conspicuous  place  before  the  school 
begins.  Let  all  your  plans  for  the  session  of  the  school 
be  born  in  prayer,  and  then  carry  them  out  in  a  prayer- 
ful spirit,  so  that  the  devotional  element  shall  not  be 
lacking  in  any  feature  of  the  service. 

During  the  Session.  Have  very  few  signals.  Let 
everything  be  done  as  promptly  and  as  quietly  as  pos- 
sible. There  should  be  as  much  variety  from  Sunday  to 
Sunday  as  the  nature  of  the  exercises  will  permit.  No 
unnecessary  moving  about  the  room  on  the  part  of 
officers  and  teachers  should  be  allowed,  and  certainly  no 
visiting  back  and  forth  among  the  classes.  The  school 
should  understand  that  it  is  to  attend  strictly  to  business 
from  the  beginning  to  the  end  of  the  session.  If  there  are 
visitors,  the  proper  committee  and  officers  should  look  after 
them.  They  should  not  be  shown  about  the  building  at  a 
time  or  in  a  manner  that  would  disturb  the  work  of  the 
school.  Of  course  new  members  must  be  entered  and 
properly  classified.  This  should  be  done,  if  possible,  be- 
fore the  teaching  period  begins.  Always  know  what  comes 
next,  and  be  on  the  alert  to  discover  the  first  indication 
of  restlessness  and  disorder.     Make  few  rules,  if  any. 


The  Sunday  School  in  Session  63 

"  They  govern  best  who  appear  not  to  govern  at  all!' 

The  Session  Program.  We  give  here  a  sample  pro- 
gram from  our  own  school,  making  a  few  words  of  ex- 
planation under  each  item  where  necessary.  It  may  be 
valuable  to  our  readers  by  way  of  suggestion.  It  should 
be  said  that  this  program  is  never  carried  out  twice  alike. 

No.  I.  Instrumental  Music.  This  is  played  by  the 
orchestra  a  few  minutes  before  opening  of  school.  The 
orchestra  times  itself  so  as  to  close  the  number  at  the 
exact  minute  for  beginning.  During  this  instrumental 
music  all  the  members  of  the  school  understand  that  they 
should  go  to  their  places.  They  know  that  the  moment 
the  orchestra  stops,  the  exercises  of  the  school  proper 
will  begin. 

No.  2.  Signal  for  Beginning.  We  use  no  bells 
whatever  for  securing  order.  We  have  a  system  of 
electric  bells  ;  but  they  are  used  entirely  for  signalling  to 
the  door  men  and  department  superintendents.  When 
the  orchestra  ceases,  the  superintendent  quietly  rises  and 
stands  in  his  place  on  the  platform.  Every  officer  in  the 
school  arises  immediately  and  remains  standing  until  the 
exercises  begin.  This  is  the  signal  for  order  and  for  the 
beginning  of  the  school.  These  officers  and  teachers 
standing  in  the  various  parts  of  the  building  furnish  an 
object  lesson  to  all.  We  have  no  difficulty  in  beginning 
on  time,  or  in  securing  order. 

No.  3.  The  Opening  Exercise.  We  have  a  book  con- 
taining special  opening  exercises,  numbered  consecutively, 
nearly  all  of  which  have  been  arranged  for  our  own  use 
by  the  writer.  The  hymn  board  indicates  which  one  is 
to  be  used.  Each  opening  exercise  consists  of  responsive 
Scripture   reading,    the   singing    of  several  verses    of  9^ 


64         How  to  Conduct  a  Sunday  School 

hymn,  or  of  several  hymns,  a  short  prayer  by  the  pastor, 
and,  sometimes,  additional  features. 

No.  4.  Show  of  Bibles.  In  answer  to  the  call  of  the 
superintendent,  all  who  have  brought  their  own  Bibles 
with  them  stand  and  hold  these  Bibles  above  their  heads. 
This  is  a  very  beautiful  sight  and  encourages  all  to  bring 
their  Bibles.  The  star  classes  remain  standing  a  mo- 
ment after  the  rest  are  seated.  A  star  class  is  one  with 
all  present  and  each  with  his  own  Bible  brought  from 
home.  The  secretary  keeps  a  record  of  the  star  classes 
each  Sunday. 

No.  5.  Our  Aim.  This  is  called  for  by  the  superin- 
tendent and  is  repeated  by  the  school.     It  is  as  follows : 

"  Every  member  present  every  Sunday^  on  time,  with  his 
own  Bible,  a  liberal  offerings  a  studied  lesson,  and  a 
mind  to  learny 

No.  6.  Our  Motto.  We  used  to  change  the  motto 
every  year  but  have  finally  settled  upon  one  which  we 
like  very  much.     It  is  :  "  Remember  Jesus  Christ." 

No.  7.  Our  Motto-Prayer.  This  is  so  called  for  lack 
of  a  better  name  although  it  is  not  appropriate.  It  is  a 
beautiful  verse  which  the  school  has  committed  and  re- 
peats.    It  is  as  follows  : 

"  Dear  Lord,  of  Thee  three  things  I  pray, 
To  know  Thee  more  clearly, 
To  love  Thee  more  dearly, 
To  walk  more  nearly,  every  day." 

No.  8.  Our  Watchword.  This  is  based  on  Dr.  Shel- 
don's book  "  In  His  Steps,"  and  is,  "  What  would  Jesus 
do  ?  "  In  connection  with  its  use  we  often  sing  the  fol- 
lowing words  to  the  tune  "  Spanish  Hymn :  " 


The  Sunday  School  in  Session  65 

**  In  our  Sunday-school  to-day, 
We  have  met  to  sing  and  pray, 
And  to  learn  how  we  may  live 
So  a  good  account  to  give. 
Father  come  and  meet  us  here, 
Fill  our  hearts  with  love  and  cheer ; 
May  we  live  this  whole  week  through 
Asking,  *  What  would  Jesus  do?  '  " 

No.  9.  Our  Slogan.  This  v^^as  not  used  in  the 
Toledo  school  but  we  have  adopted  it  in  the  Chicago 
school  and  the  scholars  and  officers  are  very  much  pleased 
with  it.  It  is  as  follows  ;  "  Our  Sunday-school  must  glow  y 
and  grow y  and  go,  and  I  will  help  to  make  it  so!' 

No.  ID.  Our  Silver- Lining  Song.  This  is  sometimes 
called  our  Resolution  Song.     It  is  not  used  every  Sun- 


Silver  Lining. 

Ellen  Tbornktcboft  Fowleb. 


Cabbt  Bonnxr. 


/  The  In-ner  side  of  ev-'ry  cloud  Is  bright  and  shin-ing; I  there- fore  tarn  my 

1^  ^  .1  >=----- 


^^V^jr^TirTii^iil 


i 


M^m^^n^mm^ 


clouds  a-bout,  And    al-waya  wear  them  in  -  side  out.  To  show  the  fin  -ing. 


K^\'mm^^^^w 


Used  by  Composer's  permission. 


66         How  to  Conduct  a  Sunday  School 

day,  but  being  committed  by  both  pupils  and  officers,  it 
can  be  used  at  any  time,  and  always  with  good  effect. 

No.  II.  Memory  Verses,  The  members  of  the  school 
have  memorized  a  large  number  of  Scripture  verses,  and 
some  of  these  are  repeated  each  Sunday  as  the  superin- 
tendent calls  for  them  by  location.  From  the  verses  with 
which  the  school  is  familiar  the  superintendent  aims  to 
select  a  few  which  are  appropriate  to  the  thought  of  the 
lesson  for  the  day  or  otherwise  specially  helpful. 

No.  12.  Hymn.  This  is  generally  a  hymn  of  praise 
chosen,  as  all  music  is,  with  a  view  to  its  helpfulness 
and  appropriateness. 

No.  13.  Announcements.  All  the  regular  announce- 
ments and  most  of  the  special  ones  are  found  in  the 
church  calendar,  a  copy  of  which  is  given  to  each  mem- 
ber of  the  school.  As  far  as  possible  the  announcements 
are  printed  in  this  calendar  so  as  to  avoid  taking  the 
time  for  them  in  the  school. 

It  is  well  to  fit  in  the  announcements  with  the  regular 
order  of  service  so  that  they  may  not  appear  as  announce- 
ments at  all.  For  example  :  if  the  title,  or  some  thought 
in  a  hymn,  is  along  the  hne  of  the  pastor's  topic  for  the 
evening  service,  refer  to  that  fact,  and  suggest  that  it 
would  be  a  good  thing  for  them  all  to  be  present  to  hear 
it.  If  the  superintendent  will  keep  his  eyes  open,  he  can 
get  in  nearly  all  of  his  announcements  without  appearing 
to  make  an  announcement  at  all. 

On  one  page  of  the  calendar  are  ten  questions  bearing 
on  the  lesson  of,  the  following  Sunday,  which  all  mem- 
bers of  the  school  over  ten  years  of  age  are  expected  to 
answer,  returning  the  slip  on  the  following  Sunday,  the 
Sunday  on  which  that  lesson  is  taught. 


The  Sunday  School  in  Session  67 

When  all  the  members  of  a  given  class  return  these 
home-study  slips  properly  made  out,  it  becomes  an  "  Ex- 
celsior Class  "  for  the  day. 

No.  14.  Reading  the  Lesson,  The  introduction  of 
the  graded  lessons  has  made  it  impossible  to  read  the 
lesson  in  the  school  where  several  grades  or  departments 
are  in  one  room  and  different  lessons  are  used.  Even  in 
the  use  of  the  uniform  lesson,  the  reading  of  the  lesson 
by  the  school  is  becoming  more  and  more  difficult  be- 
cause of  the  different  versions  of  the  Bible.  However, 
where  those  in  one  room  use  a  given  lesson,  it  can  be 
read  together,  and  with  good  effect.  The  verses  can  be 
read  alternately  by  those  having  the  old  version  and  the 
new  version  of  the  Bible,  or  they  may  be  read  alternately 
by  the  superintendent  and  the  school.  We  are  very 
fond  of  reading  the  lesson  in  the  following  manner, 
especially  when  the  lesson  is  from  the  gospels  :  The 
superintendent  would  read  a  verse  like  this  :  "  Jesus  said 
unto  him  :  " — ^then  the  school  would  begin  promptly  and 
read  what  Jesus  said  at  that  time.  This  makes  the 
lesson  in  the  form  of  a  dialogue  and  gives  it  a  great 
deal  of  life.  Sometimes  the  entire  school  will  read  the 
whole  lesson  in  concert;  sometimes  one  person  will 
read  it  alone.  I  remember  on  one  occasion  when  we 
had  the  Twenty-third  Psalm  for  our  lesson,  we  had 
it  read  in  French,  in  German,  and  in  broad  Scotch, 
by  three  different  persons  ;  then  a  blind  member  of 
the  church  read  it  with  her  fingers,  and  then  we  all 
repeated  it  together  in  our  mother  tongue.  It  is  always 
possible  to  have  more  or  less  variety  in  the  reading  of  the 
lesson. 

No.  15.     Hymn.     This  hymn  should  bear  as  directly 


68         How  to  Conduct  a  Sunday  School 

as  possible  upon  the  lesson  of  the  day.     The  hymn  we 
use  the  most  in  this  connection  is  the  following : 

'*  Break  Thou  the  bread  of  life,  dear  Lord,  to  me, 
As  Thou  didst  break  the  loaves  beside  the  sea. 
Beyond  the  sacred  page  I  seek  Thee,  Lord  ; 
My  spirit  pants  for  Thee,  O  Living  Word  1 

<*  Bless  Thou  the  truth,  dear  Lord,  to  me,  to  me, 
As  Thou  didst  bless  the  bread  by  Galilee ; 
Then  shall  all  bondage  cease,  all  fetters  fall, 
And  I  shall  find  my  peace,  my  all  in  all. 

«  Teach  me  to  live,  dear  Lord,  only  for  Thee, 
As  Thy  disciples  lived  in  Galilee ; 
Then,  all  my  struggles  o'er,  then,  vict'ry  won, 
I  shall  behold  Thee,  Lord,  the  living  one." 

No.  1 6.  Prayer.  A  short,  earnest  prayer  by  one  of 
the  officers  or  by  one  of  the  teachers,  offered  immediately 
preceding  the  lesson  study.  Sometimes  instead  of  having 
one  person  offer  a  prayer  at  this  point,  we  ask  for  sen- 
tence prayers,  and  often  we  have  ten  or  fifteen  such 
prayers  in  three  or  four  minutes. 

No.  17.  Lesson  Study  Period.  This  is  thirty  minutes 
long.     It  should  be  longer. 

The  first  moment  or  two  of  the  time  is  taken  by  the 
teachers  to  mark  their  class  cards  and  take  their  offering. 
The  class  card  and  the  offering  envelope  are  placed  by 
the  teacher  where  they  can  be  easily  gathered  by  the 
proper  officer  without  interrupting  the  class.  We  permit 
no  interruption  of  the  classes  by  anybody,  except  in 
cases  of  absolute  necessity.  Every  officer  of  the  school 
understands  that  he  is  outranked  by  the  teacher  during 


The  Sunday  School  in  Session  69 

the  teaching  half-hour,  and  that  the  teacher's  rights  must 
be  respected.  A  signal  is  given  to  the  teachers  three 
minutes  before  time  to  reassemble  for  the  closing  exer- 
cises. 

No.  18.  Instrumental  Music.  This  is  another  num- 
ber by  the  orchestra,  during  which  the  classes  close  their 
work  and  reassemble  for  the  closing  exercises  of  the 
school. 

No.  19.  Hymn.  This  is  generally  a  hymn  of  praise, 
announced,  as  all  the  hymns  are,  upon  the  hymn  board. 

No.  20.  Reports.  Three  reports  are  usually  given. 
First,  that  of  the  Secretary,  which  indicates  the  number 
of  members  present  and  the  number  absent  in  each  de- 
partment of  the  school,  together  with  the  totals.  The 
Treasurer's  report  indicates  the  offering  by  departments, 
and  the  number  of  givers  and  the  number  of  emitters. 
The  Birthday  report  indicates  those  who  have  handed  in 
birthday  offerings.  The  names  are  then  read  of  those 
having  birthdays  during  the  coming  week  and  from 
whom  birthday  offerings  are  due  on  the  following  Sun- 
day. When  it  becomes  necessary,  the  Secretary  reports 
also  the  names  of  any  who  have  died,  or  of  those  who 
are  sick. 

No.  2 1 .  Prayer  for  the  sick,  and  for  God's  blessing 
upon  the  offering  made  that  day. 

No.  22.  Review  of  the  Lesson.  This  is  not  a  review 
in  the  strict  sense  of  that  term  as  used  in  the  day-school, 
but  rather  the  calling  out  of  the  main  point  of  the  lesson 
that  the  one  truth  most  forcibly  taught  in  the  lesson,  or 
best  adapted  to  the  school,  may  be  firmly  fixed  in  mind. 
This  exercise  is  usually  conducted  by  the  superintendent, 
and  frequently  with  a  blackboard  illustration.     The  dom- 


yo         How  to  Conduct  a  Sunday  School 

inaiit  desire  at  this  time  is  that  the  hearts  of  the  scholars 
may  be  impressed,  and,  if  possible,  decisions  secured  for 
Christ.  The  evangelistic  spirit  is  cultivated  throughout 
the  entire  session.  Prayer,  usually  offered  by  the  pastor, 
always  follows  this  feature  of  the  program.  Of  course, 
where  the  graded  lessons  are  used,  and  especially  if  sev- 
eral grades  are  in  one  room,  this  particular  part  of  the 
exercises  would  have  to  be  omitted.  Nevertheless,  it  is 
always  appropriate  to  impress  some  important  truth  that 
has  a  bearing  upon  the  lives  of  the  scholars. 

No.  23.  Closing  Hymn.  This  is  generally  one  of  the 
old  church  hymns,  and  under  any  circumstances  is  always 
a  familiar  one. 

No.  24.  Benediction,  by  the  pastor  ;  or  the  repetition 
of  our  motto.  The  school  is  always  dismissed  while 
seated.  Following  the  benediction  there  is  a  moment  of 
perfect  quiet,  during  which  there  is  silent  prayer.  This 
is  really  the  quietest  moment  during  any  part  of  the 
school  session.  At  a  signal  from  the  superintendent,  seen 
only  by  its  leader,  the  orchestra  very  softly  plays  again 
the  music  of  the  hymn  which  has  just  been  sung,  and  the 
school  quietly  disperses.  This  method  of  dismissal  avoids 
the  boisterous  rush  which  sometimes  follows  when  the 
benediction  is  given  while  the  school  is  standing. 

We  are  aware  there  are  probably  many  features  of  this 
program  which  would  not  be  feasible  in  small  schools, 
nor  desirable  in  many  large  ones.  It  has  been  presented 
merely  for  the  purpose  of  suggestion. 

After  the  Session.  The  superintendent  and  other  of- 
ficers can  improve  the  moments  following  the  session  and 
before  the  members  of  the  school  have  left  the  room  in 
no  better  way  than  by  cordial  hand-shakings  and  greet- 


The  Sunday  School  in  Session  71 

ings.  Sometimes  it  will  be  desirable  to  have  a  short 
meeting  of  all  the  officers  and  teachers,  or  of  a  number  of 
them,  to  talk  over  some  feature  of  the  work  which  has 
developed  that  day  in  the  session.  Officers  and  teachers 
can  also  utilize  these  few  moments  to  speak  to  any 
scholars  who  are  spiritually  interested.  These  are  very 
choice  opportunities  to  the  wise  officer  or  teacher.  The 
superintendent  will  usually  be  the  last  one  to  leave  the 
building,  and  he  should  see  that  everything  is  in  its  right 
place,  put  away  or  properly  arranged. 

The  plans  of  the  school  ought  to  insure  sympathetic 
remembrance  of  those  who  are  absent  because  of  sickness. 
Flowers,  which  may  have  been  used  for  decoration  in  the 
room,  should  be  sent  to  the  sick. 

In  addition  to  this,  every  officer  and  teacher  has  a  les- 
son to  learn  from  the  session  of  the  school  which  is  not 
a  Bible  lesson.  They  may  with  much  profit  review  the 
work  of  the  day,  endeavouring  to  discover  what  were 
the  weak  points  in  administration  or  teaching,  in  order 
that  they  may  be  avoided  the  following  Sunday ;  also 
trying  to  discover  where  the  strong  points  were,  so  that 
they  may  profit  thereby  at  future  sessions. 

No  sooner  does  one  Sunday-school  session  close  than 
the  officers  and  teachers  should  begin  to  plan  for  the 
next  session,  for,  if  they  hold  their  place  in  any  worthy 
way,  they  recognize  that  duties  attend  them  during  the 
entire  week.  The  Sunday-school  session  is  not  all  of  the 
Sunday-school,  for  the  same  reason  that  the  preaching 
service  is  not  all  of  the  church.  The  Sunday-school 
lasts  all  the  week,  and  officers  and  teachers  who  recognize 
this  fact  will  do  the  best  work  on  Sunday. 


VI 

THE  PASTOR  AND  THE  SUPERINTENDENT 

It  is  not  our  purpose  to  enter  into  a  lengthy  discussion 
of  the  qualifications  and  duties  of  either  the  pastor  or  the 
superintendent.  These  two  officers  are  associated  in  this 
chapter  because  their  work  brings  them  close  together. 
Their  cooperation  in  the  work  of  the  church  and  Sunday- 
school  is  absolutely  necessary  if  there  is  to  be  any  large 
degree  of  success. 

The  Pastor.  The  relation  of  the  Sunday-school  to  the 
church  determines  the  relation  of  the  pastor  to  the  Sun- 
day-school. Dr.  H.  Clay  Trumbull  said,  "  The  Sunday- 
school  in  the  pastor's  church  is  his  Sunday-school  in  the 
same  sense  that  the  pulpit  of  his  church  is  his  pulpit. 
This  being  so,  it  follows  that  if  the  pastor  is  what  he 
ought  to  be,  or  what  he  needs  to  be,  in  knowledge,  in 
ability,  in  spirit  and  in  purpose,  his  school  will  be  what  it 
ought  to  be  in  plan,  in  scope,  in  organization  and  in 
methods  of  work.  It  will  be  all  this  before  he  is  through 
with  it  even  if  it  is  not  all  this  when  he  takes  hold  of  it." 

The  pastor  of  the  church  should  be  the  pastor  of  the 
Sunday-school.  His  right  and  position  as  the  educa- 
tional head  and  spiritual  adviser  of  the  Sunday-school 
should  never  be  questioned  by  the  church  or  superin- 
tendent or  the  school  itself.  This  position,  however, 
makes  him  responsible  for  the  teaching  that  is  done  in 
the  Sunday-school  as  in  any  other  department  of  the 
church.     If  this  be  true,  he  is  likewise  responsible  in  a 

72 


The  Pastor  and  the  Superintendent         73 

large  measure,  for  the  training  of  the  teachers.  He  may 
not  do  the  work  of  training,  but  it  is  his  right,  and  he 
does  well  to  see  that  it  is  properly  attended  to.  The 
members  of  the  teacher- training  class  in  our  own  school 
were,  for  the  most  part,  nominated  by  our  pastor,  and  he 
is  constantly  on  the  lookout  for  others  who  should  join. 

Dr.  Foster  says,  "  The  pastor  is  the  chief  officer  of  the 
Sunday-school  in  the  same  way  that  the  President  of  the 
United  States  is  commander-in-chief  of  the  army."  The 
commander-in-chief  does  not  direct  the  forces  in  the 
field.  The  pastor  is  really,  or  ought  to  be,  the  power  be- 
hind the  throne,  and  while  he  should  not  take  upon  him- 
self the  duties  of  the  school's  executive  head,  the  super- 
intendent, he  nevertheless  holds  the  key  to  the  situation, 
and  in  the  last  analysis,  therefore,  is  largely  responsible 
for  the  success  of  the  school. 

His  relation  to  the  superintendent  should  be  such  that 
he  may  be  free  at  all  times  to  give  helpful  advice  and 
wise  suggestion,  and  accomplish  through  him  the  results 
which  should  be  secured. 

The  wise  pastor  will  recognize  the  place  and  power  of 
the  Sunday-school  as  an  activity  of  the  church.  He  will 
see  his  personal  relation  to  and  opportunity  in  the  school 
and  govern  himself  accordingly.  He  should  know  how 
and  have  the  power  to  unify  all  the  agencies  of  the 
church,  coordinating  them  in  such  a  way  as  to  give  to 
each  its  proper  place  in  order  to  secure  the  largest  and 
best  results.  On  this  account,  he  should  thoroughly  ac- 
quaint himself  with  modern,  up-to-date  Sunday-school 
work  in  all  its  phases,  local,  denominational,  interdenomi- 
national and  world-wide.  He  cannot  do  this  without  read- 
ing the  best  books  on  Sunday-school  history  and  manage- 


74         How  to  Conduct  a  Sunday  School 

merit,  and  without  placing  himself  in  touch  with  thoseagen- 
cies  that  are  continually  fostering  Sunday-school  ideals  ; 
such  as  conventions,  institutes,  training-schools,  etc. 

It  is  needless  to  say  he  should  be  present,  if  possible,  at 
every  session  of  the  school  and  remain  throughout.  He 
should  be  a  living  force  in  the  program,  not  simply  by 
the  courtesy  of  the  superintendent  but  by  his  own  right. 
Dr.  Mullins  of  Louisville  in  an  address  delivered  in  a 
Pastors'  Institute  at  Toronto,  said  : 

"  A  hostile  pastor  equals  a  dead  Sunday-school. 

"  An  indifferent  pastor  equals  an  inefficient  Sunday- 
school. 

**  An  officious  pastor  equals  a  chaotic  Sunday-school. 

"  A  cooperating,  sympathetic  pastor  equals  an  efficient 
Sunday-school." 

Surely  the  Sunday-school  is  the  firing  line  of  the 
church  and  the  pastor  should  be  there.  The  power  of 
the  Sunday-school  and  the  pastor's  relation  to  it  are  well 
stated  in  the  following  Sunday-school  "  Creed." 

My  Creed  as  to  the  Sunday-School 

E.  Y.  MULLINS, 
President  Southern  Baptist  Theological  Seminary, 

Louisville,  Ky, 

1.  The  supreme  need  in  our  country  to-day  is  that  the  forces 
which  make  for  character  shall  control  the  forces  which  make  for 
intelligence. 

2.  One  of  the  greatest  forces  which  make  for  character  is  the 
Sunday-school. 

3.  The  factor  of  the  Sunday-school  most  potent  in  the  de- 
velopment of  character  is  the  teacher. 

4.  The  supreme  lack  in  the  present-day  Sunday-school  is  the 
lack  of  a  sufficient  number  of  thoroughly  equipped  teachers. 

5.  The  chief  teacher  of  the  teachers  and  trainer  of  the  trainer* 
of  the  Sunday-school  is  the  pastor. 

6.  The  chief  trainer  of  the  pastor  is  the  theological  seminary. 


The  Pastor  and  the  Superintendent         75 

The  Superintendent  as  a  Leader.  No  officer  in  the 
church  holds  a  more  responsible  position  than  the  super- 
intendent of  the  Sunday-school.  He  is  a  church  officer 
and  should  be  so  regarded.  He  should  hold  his  position 
by  the  vote  of  the  church  and  under  its  authority.  He 
should  be  elected  in  the  same  manner  and  at  the  same 
time  as  are  the  other  church  officers.  Having  been 
elected  to  this  position,  the  superintendent  should  be 
given  large  liberty  in  the  administration  of  his  office. 
He  should  be  heartily  supported  by  the  pastor  and 
church  as  well  as  by  the  workers  in  the  Sunday-school. 
His  relation  to  the  pastor  should  be  one  of  loving  sym- 
pathetic cooperation  and  harmony.  If  these  two  officers, 
pastor  and  superintendent,  can  see  eye  to  eye  and  pull 
together,  there  is  no  measuring  the  possibilities  of  their 
united  effort.  If,  on  the  other  hand,  there  is  friction  and 
jealousy  or  lack  of  harmony  in  any  sense,  the  result  will 
be  disastrous  to  the  school,  and  in  the  end  likewise  to  the 
church. 

The  Superintendent's  Cabinet.  The  superintend- 
ent's cabinet  will  consist  of  all  general  officers  of  the 
school  and  the  heads  of  the  departments.  The  pastor, 
of  course,  will  be  a  member  of  it.  This  cabinet  should 
have  regular  meetings  at  least  once  a  month  for  the  pur- 
pose of  discussing  the  general  interests  of  the  school. 
The  superintendent  should  be  in  charge  of  it. 

It  will  be  possible,  if  all  the  members  are  present,  for 
the  superintendent  to  lay  his  finger  upon  every  weak 
spot  in  the  school.  If  the  records  are  faulty,  the  secre- 
tary is  there  to  tell  about  them.  If  the  offerings  are  not 
what  they  should  be,  the  treasurer  is  there  with  his  sug- 
gestions.    If  the  grading  is  being  neglected,  the  superin- 


76         How  to  Conduct  a  Sunday  School 

tendent  of  classification  is  there  and  will  be  able  to  throw 
light  on  the  subject.  So,  likewise,  with  the  consideration 
of  other  departments  of  the  school — somebody  is  there 
to  speak  for  each  one. 

The  cabinet  becomes  also  a  bond  of  union  for  prayer 
and  service  and  may  be  made  a  power  in  any  Sunday- 
school  if  properly  conducted. 

An  Important  Office.  No  wise  man  or  woman  will 
thoughtlessly  enter  upon  the  duties  of  such  an  office  as 
this.  It  requires  peculiar  quaHfications :  a  recognition  of 
the  proper  relation  of  the  school  to  the  church,  and  a 
realization  of  the  tremendous  possibilities  of  the  Sunday- 
school  work.  The  superintendent  should  recognize  fully 
his  relation  to  his  pastor,  to  the  church,  to  the  homes 
represented  in  the  school,  to  the  officers  and  teachers  and 
likewise  to  the  scholars. 

It  goes  without  saying  that  he  should  be  a  man  of  gen- 
eralship, gumption  and  grace ;  a  leader  and  not  a  driver, 
a  counsellor  and  not  a  dictator.  He  should  be  able  to  in- 
spire those  associated  with  him  and  to  encourage  those 
who  are  bearing  the  heavy  loads. 

He  should  be  permitted  to  choose  all  the  other  officers 
of  the  school,  for  the  reason  that  unless  these  other  posi- 
tions are  held  by  those  who  are  in  sympathy  with  him, 
he  will  be  unable  to  carry  out  his  most  cherished  plans. 
Many  a  good  superintendent  fails  because  the  church  in- 
sists upon  electing  the  officers  who  are  to  work  with 
him. 

A  Student.  He  will  have  much  to  do  with  the  selec- 
tion of  the  teachers,  though  the  committee  with  full  au- 
thority in  this  matter  is  referred  to  in  the  chapter  on 
officers  and  their  duties.     He  should  be  a  student  of  the 


The  Pastor  and  the  Superintendent         77 

Sunday-school ;  read  every  good  book  on  the  subject  he 
can  secure ;  go  to  the  places  where  Sunday-school  work- 
ers go,  thus  coming  in  contact  with  those  who  are  in  the 
midst  of  the  work.  He  should  visit  other  schools  and 
see  how  their  work  is  done,  that  he  may  learn  thereby. 

He  should  have  a  clear  head  and  use  it  unceasingly 
and  intelligently  for  the  good  of  the  school ;  two  good 
eyes  to  discern  the  pressing  needs  and  how  to  meet 
them,  frequently  wearing  the  far-seeing  glasses  that  he 
may  plan  for  the  future,  not  forgetting  to  put  on  the 
near-seeing  glasses  when  he  studies  the  school  itself;  two 
good  ears  which  will  readily  detect  the  rumbling  of  ap- 
proaching trouble,  always  ready  to  listen  to  the  tale  of 
discouragement  as  it  comes  from  some  tired  teacher ;  a 
tongue  not  too  ready  for  use,  but  never  withholding  the 
helpful  word,  always  complimenting  when  in  any  sense 
deserved,  and  never  scolding  or  finding  fault ;  two  good 
feet  wiUing  to  go  where  help  is  needed  even  though  the 
way  be  dark ;  two  strong  hands  ever  ready  to  lift  the  big 
end  of  the  load  ;  knees  that  bend  as  the  face  turns  up  ;  a 
back  that  is  broad  and  used  to  heavy  loads ;  a  good  liver 
and  a  great  big  heart. 

As  an  officer  he  will  be  just,  impartial  and  wise.  As  a 
teacher  he  will  study  to  be  able  to  lead  even  his  best 
teachers,  to  guide  the  school  in  its  educational  work,  and 
to  make  Bible-students  of  the  scholars.  His  methods 
will  be  broad,  comprehensive  and  straightforward.  He 
will  aim  to  have  a  good  school,  the  best  school  possible 
under  all  the  circumstances,  remembering  that  while  it  is 
more  than  a  school  it  is  nevertheless  a  school.  He  will 
devote  his  every  effort  to  securing  the  early  conversion  of 
all  the  scholars  and  their  membership  in  the  church  to 


78  How  to  Conduct  a  Sunday  School 

which  the  school  belongs.  Good  citizenship  will  ever  be 
held  up  as  one  of  the  highest  ideals  of  the  church  life. 
His  school  will  be  a  total-abstinence  band  pledged  as  far 
as  possible  against  the  use  of  liquor,  tobacco  and  pro- 
fanity. It  will  be  a  live  missionary  society  and  know 
what  is  going  on  in  this  and  other  lands.  The  mission- 
ary activities  of  his  own  church  will  be  made  familiar  to 
his  scholars,  that  they  may  get  the  world-wide  vision. 
His  eyes  will  be  ever  open,  looking  for  those  who  may 
become  teachers,  church  workers,  ministers,  missionaries 
and  the  like.  He  will  recognize  that  the  Sunday-school 
is  worthy  of  his  best  endeavour  and  ever  carry  it  upon 
his  heart.  It  will  be  the  burden  of  his  constant  prayer 
and  foremost  in  his  thoughts  both  day  and  night.  As  a 
superintendent  he  will  be  consistent,  active  and  hopeful. 
He  should  be  a  lover  of  his  work,  of  men  and  especially 
of  little  children.  As  a  man  he  should  be  "  Brave 
enough  to  be  gentle  and  pure  enough  to  be  trusted." 

Would  you  like  to  have  a  superintendent  like  that  in 
your  Sunday-school  ?  Would  you  like  to  be  a  superin- 
tendent Uke  that  ?    I  would,  but — the  ideal  is  still  far  off. 


VII 
OTHER  OFFICERS  AND  THEIR  DUTIES 

The  pastor  and  the  superintendent  having  been  men- 
tioned in  the  previous  chapter,  we  can  now  proceed  to 
the  discussion  of  the  other  officers  of  the  school. 

The  Educational  Director.  This  officer  stands  in 
importance  next  to  the  superintendent,  and  in  many 
churches  he  is  regarded  as  of  equal  rank  with  the  superin- 
tendent and  is  elected  by  the  church  in  the  same  manner 
as  the  superintendent  is,  being  thus  responsible  to  the 
church  rather  than  to  the  superintendent.  The  educa- 
tional director  has  general  charge  of  all  educational 
matters  in  the  school. 

If  the  church  is  awake  to  its  opportunity,  it  will  have 
a  Committee  on  Education  to  direct  all  the  educational 
forces  of  the  entire  church.  The  educational  director  of 
the  Sunday-school  may  properly  be  associated  with  the 
church  committee,  and  will  carry  out  the  plans  of  the 
committee  so  far  as  they  relate  to  the  Sunday-school. 

The  selection  of  the  lessons  to  be  used,  their  adaptation 
to  the  various  departments  and  grades,  the  securing  of 
the  best  lesson  helps,  papers,  etc.,  all  properly  come  under 
the  jurisdiction  of  this  officer.  With  a  wise  educational 
director,  it  is  possible  to  carry  out  some  definite  plans 
that  reach  all  departments  of  the  school,  and  to  really 
make  out  of  the  Sunday-school  a  school  in  fact  as  well  as 
in  name. 

79 


8o         How  to  Conduct  a  Sunday  School 

There  is  a  large  place  for  this  officer  and,  however  he 
is  chosen,  he  should  be  selected  with  great  care.  Usually 
a  well-educated  man  or  woman,  if  possible  one  who  has 
been  or  is  at  present  a  teacher,  will  fill  this  office  to  the 
best  advantage. 

The  Assistant  Superintendents.  In  many  schools 
these  officers  are  called  "  Associate  Superintendents." 
By  whatever  name  the  office  may  be  known,  it  is  not 
always  dignified  as  it  should  be.  Yet  there  are  no  offi- 
cers of  greater  importance  in  the  Sunday-school  than  the 
assistant  superintendents. 

As  to  their  duties,  perhaps  the  easiest  one  that  falls  to 
them  is  to  take  the  place  of  the  superintendent  in  his  ab- 
sence. In  that  case,  they  can  plan  the  entire  session  of 
the  school  and  carry  it  out  according  to  their  own  ideas. 
Unless  the  school  is  very  small,  there  is  plenty  of  work 
for  one  and,  oftentimes,  for  two  or  even  three  assistant 
superintendents.  The  work  of  each  should  be  so  clearly 
defined,  however,  that  there  will  be  no  crossing  of  Hnes. 
They  should  be  continually  taken  into  the  counsels  of  the 
superintendent  so  that  they  may  be  perfectly  familiar 
with  all  his  plans  and  with  the  general  running  of  the 
whole  school. 

Perhaps  the  best  service  they  can  render  is  to  be 
generally  useful  in  any  part  of  the  building,  carry- 
ing out  the  plans  arranged  for  that  session  of  the 
school.  There  are  strangers  to  meet,  special  cases  of 
absence  on  the  part  of  teachers  or  others  to  be  noted 
and  provided  for  and,  sometimes,  cases  of  disturbance  and 
emergencies  of  other  kinds  which  need  attention.  I 
think  it  is  well  that  each  assistant  superintendent  should 
have  some  important  part  in  every  service  of  the  school. 


Officers  and  Their  Duties  8l 

but  this  should  not  always  be  the  same  part.  One  may 
read  the  Scripture  lesson,  offer  a  prayer,  make  the  an- 
nouncements, lead  the  singing  or  do  any  one  of  many 
other  things,  none  of  which  is  without  importance.  In 
this  way  they  will  receive  efficient  training  for  the  time 
when  they  will  be  superintendents  themselves.  It  is  a 
great  mistake  for  the  superintendent  of  a  school  to  con- 
tinue year  after  year  in  the  office  without  a  thought  of 
the  necessity  of  continually  and  systematically  raising  up 
young  men  who  shall  be  equipped  for  his  office. 

If  a  superintendent  should  be  unexpectedly  called  away 
during  the  service,  the  assistant  should  be  able  to  carry 
out  the  program  of  the  session  without  the  slightest  per- 
ceptible break  or  confusion. 

The  Secretary.  The  duties  of  this  officer  are  gener- 
ally looked  upon  as  of  a  routine  character.  They  are 
nevertheless  exceedingly  important  and  may  be  made  in- 
teresting and  helpful.  Our  secretary  has  in  each  depart- 
ment of  the  school  an  assistant  whose  duty  it  is  to  gather 
the  records  desired  from  that  department.  These  records 
the  secretary  then  assembles  in  his  report,  which  is  thus 
easily  made  quite  comprehensive  and  comparative.  He 
has  a  bunch  of  blank  reports  padded  together  upon  which 
he  makes  out  in  pencil  the  report  for  a  given  Sunday. 
This  report  shows  the  number  present  and  number  ab- 
sent in  each  department  of  the  school,  also  the  number 
of  visitors  in  attendance  for  that  day,  together  with  the 
total  attendance.  The  attendance  for  the  same  Sunday 
of  the  preceding  year  is  also  recorded,  thus  showing  any 
gain  or  loss.  There  are  spaces  also  for  recording  the 
names  of  any  who  have  died,  of  those  who  are  sick,  of 
the  attendance  at  the  last  workers*  meeting,  the  names 


82  How  to  Conduct  a  Sunday  School 

of  star  classes  and  excelsior  classes,  together  with  a  rec- 
ord of  the  weather.     See  sample  report  on  page  46. 

When  this  report  is  completed  in  pencil  it  is  transferred 
in  ink  to  the  secretary's  record  book.  Each  Sunday's 
record  in  this  book  is  an  exact  copy  of  the  record  on  the 
pad.  When  the  book  is  open  there  are  blanks  for  five 
Sundays  before  you  and  a  sixth  blank  for  the  monthly 
report.  This  book  is  made  of  good  paper  and  in  it  only 
ink  is  used.  At  the  end  of  each  quarter  a  quarterly  re- 
port is  made  showing  the  total  attendance  and  average 
attendance  at  the  school  and  also  at  the  workers'  meet- 
ings, with  a  summary  of  the  other  facts  noted  above. 

The  Treasurer.  This  officer  performs  the  usual  duties 
of  that  office,  making  weekly,  quarterly  and  annual  re- 
ports. He  pays  out  money  only  upon  the  order  of  the 
superintendent,  and  only  for  such  bills  as  have  been  or- 
dered by  the  Sunday-school  board.  His  weekly  report 
shows  the  following  items  : 

Amount  contributed  by  each  department.  Number 
of  givers  in  each  department  and  in  the  whole  school. 
Number  of  emitters  in  each  department  and  in  the  whole 
school.  Total  amount  of  offering.  Amount  paid  out 
since  last  report.  The  balance  on  hand.  See  sample 
report  in  chapter  on  giving,  page  157. 

A  treasurer  who  takes  his  work  seriously  can  do  much 
towards  educating  the  school  in  right  methods  of  giving, 
thereby  fixing  good  habits  of  giving  and  largely  increas- 
ing the  contributions.  A  careful  study  of  the  amount  of 
the  gifts  per  capita  from  the  different  departments  will 
enable  him,  by  comparison,  to  stimulate  one  department 
by  the  record  of  what  is  done  in  another  department. 
Frequent  statements  should  be  made  to  the  school  as  to 


Officers  and  Their  Duties  83 

the  condition  of  the  treasury,  and  as  to  how  the  money 
is  being  spent. 

The  Superintendent  of  Classification.  As  stated  in 
the  chapter  on  grading,  this  officer  is  a  necessity  if  grad- 
ing is  to  be  maintained  in  the  school.  He  receives  all  new 
members,  requiring  them  to  fill  out  and  sign  the  usual 
application  card,  a  copy  of  which  is  given  on  next  page. 

This  blank  is  put  up  in  pads  with  alternate  sheets  de- 
tachable. By  the  use  of  carbon  paper  a  permanent  rec- 
ord of  all  applicants  is  kept  on  one  sheet  and  a  copy  is 
made  on  the  detachable  sheet.  This  latter  is  taken  out 
and  handed  to  the  superintendent  of  the  department  in 
which  the  new  scholar  is  to  be  enrolled.  This  depart- 
ment superintendent  will  assign  the  scholar  to  the  proper 
class,  and  the  name  is  then  entered  upon  the  class  card 
in  red  ink  by  the  department  secretary.  This  indicates 
at  a  glance  who  the  new  scholars  are  in  any  given  class. 

The  Superintendent  of  Enrollment.  The  work  of 
this  officer  might  be  done  by  the  last  officer  named  ;  but 
we  find  it  a  most  important  position  in  our  school.  He 
has  general  oversight  and  care  of  the  rolls  and  class  cards. 
He  reviews  the  class  cards  frequently  to  notice  and  cor- 
rect the  irregularities  in  marking,  etc.,  and  to  discover 
whether  absentees  are  being  properly  looked  after.  He 
also  keeps  a  record  of  the  officers  of  the  school  and,  at 
the  end  of  the  year,  makes  out  the  honour  rolls  from  the 
class  cards  of  all  officers,  teachers,  and  scholars,  thus  se- 
lecting the  names  of  those  who  are  to  be  recognized  at 
the  anniversary.  He  makes  out  the  diplomas  and  pre- 
pares the  list  of  the  names  of  the  honour  scholars  for 
publication.  At  stated  times  he  turns  over  to  the  bi- 
ographer the  names  which  are  to  be  dropped  from  the 


84         How  to  Conduct  a  Sunday  School 


Application  for  Membership. 

NOTICE  TO  APPLICANT:— Please  fill  all  the  blanks  on  this  slip 
and  hand  it  to  any  officer  of  the  School,  who  will  show  you  to  the 


SUPERINTENDENT  OF  CLASSIFICATION, 

Who  will  be  found  at  his  desk  in  the  rear  of  the  room. 


Name 

Address.. 


Birthday (Age  if  under  16).....^ . 

[Year  not  necessary.] 

Have  you  ever  been  a  member  of  this  School  before  ? » - 

No  person  over  ten  years  of  age  is  enrolled  in  our  School  except  on 
this  written  application,  used  as  above  indicated.  The  purpose  is  to  se- 
cure accuracy  in  spelling  and  addresses,  and  to  aid  us  in  properly  classify- 
ing the  applicants. 


When  this  form  is  properly  filled  out  by  the  applicant, 
the  superintendent  of  classification  makes  permanent 
record  of  the  entry  upon  the  following  blank : 


Officers  and  Their  Duties  85 

Application  for  Membership 


IN   THE 


Washington   Street   Congregational 
Sunday  School. 


Name „ 

Address 

Birthday „ „ 

Age  (if  under  16) _ , 

Ever  a  member  of  this  School  before  ? 

Do  you  belong  to  our  Church  ? 

Do  you  belong  to  another  Church  ?  "j 

If  so  what  Church  and  where  ?  \  


This  applicant  is  assigned  to  the, 

Department  to-day 19 

By. 


Superintendent  of  Classification. 


NOTICE  TO  DEPARTMENT  SUPERINTENDENTS.— New  scholars  are  never 
to  be  enrolled  except  upon  receipt  of  this  form  properly  filled  out,  and 
Signed  by  the  Superintendent  of  Classification.  After  assigning  the  ap- 
plicant to  the  proper  class  (entering  name  on  Class  Card  in  Red  Ink) 
please  sign  the  following  and  return  ttiis  slip  to-day  to  the  Superintendent 
of  Classification. 


I  have  assigned  this  applicant  to  Class — 

Superintendent  of  Department. 


Biographer's 


Notation, 


The  Superintendent  of  Classifica- 
tion will  keep  these  slips  on  file 
for  reference. 


86         How  to  Conduct  a  Sunday  School 

rolls,  with  the  date  and  cause  of  leaving,  so  far  as  these 
are  known. 

The  Biographer.  This  officer  keeps,  by  the  card  sys- 
tem, permanent  records  of  all  members  with  the  dates  of 
their  entering  and  leaving  the  school,  and  all  items  of 
interest  that  can  be  gathered,  such  as  date  of  promotion 
from  one  department  to  another,  date  of  joining  the 
church,  date  of  becoming  a  teacher  or  an  officer,  remov- 
als, deaths  and  so  on.  For  reproduction  of  the  card  used, 
see  chapter  on  ♦*  The  Sunday  School  Organized." 

The  Librarian.  We  have  no  school  library  but  we 
have  a  librarian.  He  has  charge  of  the  supplies  for  all 
the  departments  of  the  school  and  furnishes  them  as  de- 
sired. He  makes  the  orders  for  the  supply  houses,  de- 
termining the  quantities  needed.  All  applications  for 
any  kind  of  supplies  are  made  to  him.  He  keeps  all  sup- 
plies in  a  locked  case,  so  that  they  will  not  be  scattered 
or  wasted,  and  gives  them  out  as  they  are  needed.  He 
also  looks  after  the  clubs  for  teachers'  helps  and  distrib- 
utes through  his  assistants  all  special  leaflets  and  music 
which  the  superintendent  desires  to  place  in  the  hands  of 
the  members. 

The  Birthday  Secretary.  All  members  of  the  school 
are  asked  to  contribute  on  the  Sunday  following  their 
birthday  an  offering  equal  to  a  penny  for  each  year  of 
their  age,  though  no  one  is  asked  to  give  more  than 
twenty-five  cents  unless  he  wishes  to  do  so.  The  birth- 
day secretary  has  the  record  of  birthdays  of  the  members 
of  the  school,  and  sends  to  each  a  birthday  letter  by  mail. 
This  is  a  printed  letter  and  is  not  nearly  so  good  as  a 
written  one,  but  a  great  deal  better  than  none.  Opposite 
will  be  found  a  form  of  the  letter  we  are  now  using. 


Officers  and  Their  Duties  87 

H  Birtbba?  flDeeaagc 


"  Time  fiever  stops  to  sleep  or  dine^ 
But  on  and  on  7vith  steady  flight 
He  keeps  untired  by  day  and  nighty 
And  boys  and  girls  ere  yet  aware ^ 
Find  threads  of  silver  in  their  hair^ 


Btrtbba^  (Breettno 

Dear  Sunday-school  Friend : 

According  to  the  record  of  our  Sunday-school,  your 
birthday  comes  this  week.  The  purpose  of  this  letter  is  two- 
fold : 

First,  to  extend  to  you  our  hearty  congratulations  upon  the 
coming  again  of  your  birthday,  with  the  hope  that  you  may  be 
spared  to  many  years  of  health  and  prosperity  and  usefulness, 
and  that  your  talents  may  be  devoted  to  the  only  profitable 
business,  that  of  serving  our  blessed  Master. 

Second,  to  request  that  if  you  can,  you  will  give,  in  grateful 
memory  of  God's  preserving  care  a  <*  Birthday  Offering,'  of  at 
least  as  many  pennies  as  you  are  years  old,  to  be  used  exclu- 
sively in  the  extending  of  His  kingdom  on  earth,  through  the 
missionary  agency  of  our  Sunday-school. 

Birthday  money  of  this  sort  is  not  used  for  expenses,  but  is 
wholly  set  apart  for  benevolent  work.  From  this  fund  we  con- 
tribute to  the  various  benevolences  which  our  school  supports, 
and  also  maintain  our  adopted  daughter,  "Ruth,"  in  the 
school  for  girls  at  Ahmednuggar,  India.  You  may  place  your 
offering  in  the  enclosed  envelope  and  drop  it  into  the  regular 
offering  on  next  Sunday,  or  hand,  or  mail  it  to  Miss  Frey. 

With  heartiest  good  wishes,  we  remain, 

Rev.  Ernest  Bourner  Allen,  Minister. 
Marion  Lawrance,  Superintendent. 

Miss  Ella  J.  Frey,  Birthday  Secretary, 

610  Vance  Street. 


88         How  to  Conduct  a  Sunday  School 

The  birthday  secretary  receives  also  a  certain  per- 
centage of  every  regular  offering  taken  in  the  school,  and 
all  the  money  coming  to  this  officer  is  used  for  mission- 
ary and  benevolent  purposes,  being  appropriated  by  vote 
of  the  Sunday-school  cabinet.  Money  is  paid  out  only 
upon  order  and  quarterly  and  annual  reports  are  rendered. 

The  Supply  Teacher  Secretary.  This  officer  secures 
pledges  from  members  of  the  church  and  school  who  are 
not  teaching  regularly  but  are  willing  to  teach  occa- 
sionally, to  supply  from  time  to  time  as  they  are  needed. 
We  have  found  the  following  to  be  the  best  plan.  Se- 
cure pledges  from  those  who  are  capable  and  willing  to 
teach,  with  the  understanding  that  they  are  to  be  called 
upon  to  supply  not  more  than  once  a  month,  and  that  on 
a  given  Sunday.  In  this  way  a  list  of  names  is  secured 
of  those  who  will  act  as  supply  teachers  on  each  Sunday 
of  the  month.  The  first  of  the  week  the  supply  teacher 
secretary  sends  notice  to  all  those  who  are  pledged  for 
the  following  Sunday,  reminding  them  of  the  fact  and 
also  caUing  attention  to  the  workers'  meeting  on  Friday 
night.  There  is  in  most  churches  plenty  of  good  ma- 
terial for  supply  teachers,  people  who  are  unable  because 
of  lack  of  strength,  home  duties  or  other  causes  to  take 
the  permanent  regular  charge  of  a  class,  and  whose 
splendid  ability  may  be  utilized  in  this  way. 

The  Missionary  Superintendent.  Every  Sunday- 
school  should  have  intelligent  leadership  in  the  matter  of 
missions.  It  would  be  well  to  have  a  missionary  com- 
mittee composed  of  a  representative  from  each  of  the 
departments  of  the  school.  The  chairman  of  this  com- 
mittee could  be  the  missionary  superintendent  of  the 
whole  school.     The  purpose  is  to  see  that  adequate  mis- 


Officers  and  Their  Duties  89 

sionary  instruction  is  given  to  all.  This,  of  course,  means 
the  adapting  of  a  program  to  each  department  of  the 
school,  keeping  the  teachers  supplied  with  good  mission- 
ary material,  and  arranging  occasionally  for  a  missionary 
concert  in  the  school.  If  possible,  this  committee  should 
have  a  room  where  missionary  curios  and  supplies  are 
kept,  together  ^ith  charts  and  maps,  to  be  used  in  the 
school  whenever  needed.  This  superintendent  should 
arrange,  also,  for  a  missionary  study-class  in  the  school, 
and  either  conduct  it  himself  or  see  that  somebody  else 
does.  More  and  more  the  place  of  missions  in  Sunday- 
school  instruction  is  coming  to  be  recognized,  and  this 
officer,  if  awake  to  his  opportunities,  can  have  a  vital  part 
in  giving  the  right  missionary  trend  to  the  entire  school. 
The  Temperance  Superintendent.  Every  Sunday- 
school  should  be  a  Temperance  Society  with  all  its 
members  pledged  to  total  abstinence  and  to  the  annihila- 
tion of  the  liquor  business.  There  is  plenty  of  material 
these  days  to  enable  any  Sunday-school  superintendent 
to  keep  the  Sunday-school  abreast  of  the  times.  There 
never  has  been  so  much  good  temperance  literature  as 
now,  and  it  is  well  that  it  is  so  for  the  fight  against  the 
drink  habit  is  on  to  the  finish  and  no  Sunday-school  is 
living  up  to  its  privilege  and  opportunity  that  is  not 
training  its  members  for  total  abstinence.  There  is, 
therefore,  a  great  deal  that  the  temperance  superintendent 
can  do.  He  should  give  to  the  whole  school,  frequently, 
short  talks  on  the  subject,  place  suitable  material  in  the 
hands  of  the  teachers,  see  that  some  of  the  modern  tem- 
perance charts  are  displayed,  and  in  every  possible  way 
advance  the  interests  of  this  department.  It  is  a  most 
important  office. 


go         How  to  Conduct  a  Sunday  School 

The  Teacher  Training  Superintendent.  This  officer 
can  work  under  the  supervision  of  the  educational  director. 
The  pastor,  the  superintendent,  and  the  educational 
director,  together  with  the  teacher  training  superintendent, 
should  keep  their  eyes  open  continually  for  promising 
young  men  and  women  who  can  be  induced  to  take  up 
the  work  of  teaching.  He  will  find  that  a  teacher  train- 
ing class,  at  the  Sunday-school  hour,  made  up  of  young 
people,  will  usually  be  the  most  successful.  He  can  also 
carry  on  a  class  during  the  week  for  those  who  are  teach- 
ing on  Sunday.  The  only  way  to  have  good  teachers 
and  plenty  of  them  is  to  have  the  teacher-making  proc- 
ess going  on  continually  in  the  Sunday-school,  and  a 
teacher  training  superintendent  who  is  keenly  alive  to 
the  possibilities  will  find  plenty  to  do  and  great  joy  in 
doing  it.  All  teachers  should  have  some  specific  training 
for  their  task. 

The  Chorister.  This  is  a  separate  officer,  but  he 
should  be  under  the  direct  control  of  the  superintendent. 
He  should  enter  heartily  into  the  plans  of  the  superintend- 
ent and  should  endeavour  to  carry  out  his  general  ideas 
Sunday  by  Sunday  as  the  program  is  built.  Singing  is 
one  of  the  most  effective  features  of  service  and,  if  the 
music  is  properly  conducted,  it  will  be  comparatively 
easy  to  secure  the  proper  atmosphere  in  which  the  Sun- 
day-school may  thrive.  He  should  select  his  music  with 
great  care  before  Sunday  and,  if  he  has  a  Sunday-school 
choir,  should  have  a  rehearsal  so  that  they  will  be  familiar 
with  it.  There  can  be  no  more  exalted  office,  so  far  as 
spiritual  opportunities  are  concerned,  than  to  be  the 
leader  of  sacred  music.  It  ought  to  be  the  rule  of  every 
Sunday-school,   and  every  church  as  well,  that  nobody 


Officers  and  Their  Duties  91 

should  be  permitted  to  engage  in  the  service  of  song  who 
is  not  a  professing  Christian  and  who  does  not  enter  into 
this  work  as  a  feature  of  service. 

The  Athletic  Director.  This  officer  is  found  in  quite 
a  good  many  schools,  and  their  number  is  growing  con- 
tinually. Churches  and  schools  are  coming  more  and 
more  to  realize  that  they  must  take  a  hand  in  the  play 
life  and  recreation  life  of  their  young  people.  Through 
the  athletic  department  there  is  a  fine  channel  for  doing 
this.  Incidentally,  the  director  of  the  athletics  has  a  fine 
opportunity  to  get  into  the  hearts  and  lives  of  the  young 
people.  Many  a  Sunday-school  has  been  greatly  revived 
and  strengthened  not  only  in  numbers  but  in  its  spiritual 
life  through  its  athletic  director.  Great  care,  therefore, 
should  be  taken  that  the  director  is  one  who  has  taken 
up  the  task  because  of  the  good  he  can  do  for  those  who 
come  under  his  special  care. 

The  Stenographer.  This  is  a  very  valuable  officer  in 
any  large  Sunday-school.  He  will  take  dictation  of  letters 
from  any  of  the  general  officers  and  departmental  super- 
intendents, to  the  sick  or  absent  officers,  teachers  or 
scholars,  or  on  any  subject  pertaining  to  the  work  of  the 
school ;  will  typewrite  the  letters  on  school  stationery  as 
early  in  the  week  as  possible  and  forward  them.  He 
should  have  the  names  and  addresses  of  all  officers  and 
teachers,  and  could  keep  a  set  of  envelopes  addressed  in 
advance,  so  as  to  save  time  when  they  are  needed  for 
circular  letters  and  leaflets.  The  dictation  can  be  done 
during  the  session  or  at  some  other  time  if  convenient. 

The  Courtesy  Committee.  This  committee,  com- 
posed with  us  of  six  people,  seeks  to  make  visitors  wel- 
coniie,  showing  them  every  courtesy  in  their  power,  and 


92  How  to  Conduct  a  Sunday  School 

enabling  them  to  gain  any  special  information  they  may 
be  seeking  concerning  any  feature  of  the  work,  and  to  do 
this  without  disturbance  to  the  school.  Whenever  visit- 
ors appear  in  any  class  or  department  they  are  at  once 
presented  to  some  member  of  this  committee  who  does 
everything  in  his  power  to  make  their  visit  pleasant  and 
profitable.  They  keep  a  "  Guest  Book,"  in  which  visit- 
ing Sunday-school  workers  from  other  places  are  asked 
to  write  their  names  and  residences.  These  names  are 
printed  occasionally  in  our  church  paper,  The  Helper ^  and 
the  paper  is  then  sent  to  the  visitors.  We  have  found 
this  committee  necessary  in  order  to  avoid  the  interrup- 
tion to  our  work  which  would  otherwise  be  caused  by 
visitors  wandering  about  the  room  at  pleasure.  Visitors 
greatly  enjoy  this  courtesy. 

The  Ushers.  No  officers  are  more  important  in  any 
religious  service  than  quiet,  well  trained,  gentlemanly 
ushers.  It  is  their  business  to  look  after  the  seating  of 
the  people,  especially  of  the  strangers,  in  such  a  way  as 
to  take  the  least  time  and  make  the  least  interruption. 
They  should  be  in  their  places  at  least  fifteen  minutes 
before  the  opening  of  the  school,  as  they  are  the  first 
ones  to  greet  those  who  enter.  They  can  introduce  new 
scholars  to  the  superintendent  of  classification,  and  visit- 
ors to  the  courtesy  committee.  This  office  requires 
much  patience  and  tact. 

The  Door  Men.  These  constitute  a  very  important 
committee.  They  have  charge  of  all  the  doors  entering 
the  building  and  the  various  department-rooms — ten  in 
all — and  are  expected  to  be  in  their  places  fifteen  minutes 
before  the  opening  of  the  school  They  see  that  the 
doors  are  opened  and  closed  at  the  proper  time,  allowing 


Officers  and  Their  Duties  93 

no  one  to  pass  in  or  out  during  Scripture  reading  or 
prayer,  or  at  any  time  when  it  would  disturb  the  school. 
The  superintendent  can  communicate  with  those  in 
charge  of  the  outside  doors  by  means  of  electric  bells. 
As  the  school  passes  out,  these  door  men  have  charge  of 
the  distribution  of  such  papers  or  other  material  as  the 
librarian  desires  given  to  the  scholars  at  the  doors.  They 
do  not  permit  any  loitering  or  loud  talking  in  the  vesti- 
bules, or  disturbance  about  the  doors. 

The  Superintendent's  Aides.  Four  young  men  occupy 
this  position  and  we  could  not  do  without  them.  They 
are  hands  and  feet  to  the  superintendent.  Our  school 
meets  immediately  after  the  morning  service  and  in  the 
same  room.  There  is  much  to  be  done  in  making  the 
transition  from  a  church  service  to  a  Sunday-school 
service.  The  platform  must  be  rearranged,  some  books 
must  be  put  away  and  others  distributed.  The  aides  do 
this  work.  This  leaves  the  superintendent  free  to  utilize 
the  interval  between  the  church  and  Sunday-school  to 
meet  strangers  and  speak  to  the  people.  The  aides 
rearrange  the  platform,  put  the  hymn  numbers  upon  the 
hymn  board  and  hang  it  up  in  its  place ;  bring  out  the 
blackboard  and  place  it  upon  the  platform ;  unfurl  the 
flags  at  the  side  of  the  desk,  arrange  chairs  upon  the  plat- 
form as  they  are  needed  for  the  school  and  place  the 
song  books  upon  them.  The  electric  bells  are  also  ad- 
justed. One  of  the  aides  then  stands  upon  the  platform 
waiting  for  a  signal  from  the  orchestra,  which  is  now  play- 
ing. This  signal  is  given  a  moment  before  the  end  of  the 
selection  is  reached.  The  aide  then  rings  the  central 
electric  bell,  reminding  the  officers  and  teachers  in  the 
various  parts  of  the  building  that  they  have  just  time  to 


94         How  to  Conduct  a  Sunday  School 

reach  their  places.  When  the  superintendent  steps  upon 
the  platform  everything  is  in  readiness,  and  his  own  books 
are  upon  the  pulpit  in  the  place  of  those  used  at  the 
preaching  service.  It  is  impossible  to  overestimate  the 
value  of  the  superintendent's  aides.  One  or  more  of  them 
could  be  used  profitably  in  any  Sunday-school,  no  matter 
what  its  size. 

The  Messenger  Cadets.    See  chapter  on  that  subject. 

Department  Superintendents.  Each  department  has 
a  superintendent  with  as  many  assistants  and  other  officers 
as  are  necessary.  They  are  expected  to  take  as  much 
interest  in  their  various  departments  as  if  those  depart- 
ments were  separate  schools  and  they  were  in  charge  of 
them.  They  find  it  profitable  to  call  together  the  officers 
and  teachers  of  their  departments  from  time  to  time  for 
consultation.  Whatever  the  general  superintendent  de- 
sires to  do  in  any  department  he  accomplishes  through 
that  department's  superintendent. 

The  Teachers.  In  one  sense  the  teachers  are  the 
highest  officers  in  any  Sunday-school.  The  importance 
of  their  work  cannot  be  overestimated.  The  details  of 
their  work  are  treated  in  another  place  in  this  book. 

All  teachers  of  the  school  are  appointed  by  a  committee 
of  three  composed  of  the  pastor,  the  superintendent,  and 
the  superintendent  of  the  department  to  which  the  teacher 
is  to  be  appointed.  We  consider  this  the  best  arrangement 
for  appointing  teachers.  It  gives  the  pastor  the  right  he 
ought  to  exercise  in  directing  the  teaching  force  of  the 
school.  It  also  honours  the  judgment  of  the  superintend- 
ent of  the  department  where  the  teacher  is  to  be  placed. 
Usually  the  nominations  are  made  by  the  superintendent 
of  the  department  and  confirmed  by  this  committee. 


Officers  and  Their  Duties  95 

The  Cabinet.  The  superintendent's  cabinet  is  com- 
posed of  all  the  officers  of  the  school  and  the  depart- 
mental superintendents.  In  the  case,  however,  of  the 
committees,  as  the  courtesy  committee,  ushers'  com- 
mittee, door  men's  committee,  the  chairman  only  is  a 
member  of  the  cabinet.  This  makes  a  company  of 
twenty-seven  men  and  women  who  are  the  superintend- 
ent's constant  advisers  and  who  have  two  regular  meet- 
ings every  month  for  the  transaction  of  such  business  as 
may  properly  come  before  them. 

We  are  well  aware  there  are  many  officers  enumerated 
in  this  chapter  whose  services  will  not  be  needed  in  some 
schools.  Indeed  there  may  be  those  who  think  the 
school  is  over-officered.  We  have  never  put  in  an 
officer,  however,  for  the  purpose  of  honouring  anybody 
or  creating  a  new  office.  Every  office  is  the  outgrowth 
of  necessity  and  each  officer  has  a  special  work  to  do. 
The  duties  of  some  of  the  officers  here  named  might  be 
performed  by  the  assistant  superintendents  and  by  others  ; 
but  we  have  found  it  desirable  to  work  in  new  material  in 
this  way  as  far  as  possible. 


vni 

THE  TEACHER  AND  HIS  WORK 

The  teacher  is  the  hinge  upon  which  the  Sunday- 
school  swings.  The  importance  of  the  teacher's  office 
cannot  be  over-estimated.  Indeed  there  is  a  sense  in 
which  the  teacher  is  the  highest  officer  in  the  school. 
Certainly  the  superintendent  outranks  the  teacher,  if  at 
all,  only  in  an  executive  capacity.  I  am  sure  many 
superintendents  would  look  upon  it  as  a  promotion  if 
they  could  become  teachers  of  classes.  Jesus  was  a 
teacher.  He  commands  us  to  teach.  Surely  the  teach- 
ing of  God's  Word  is  a  task  worthy  of  all  the  highest 
aspirations  of  any  man,  and  full  of  promise.  Volumes 
have  been  written  and  others  will  be  written  on  the  work 
of  the  Sunday-school  teacher.  It  is  our  purpose  here 
to  give  a  few  suggestions  only  regarding  the  teacher  and 
his  work. 

The  Teacher  Preparing.  Other  things  being  equal, 
the  difference  between  success  and  failure  in  the  work  of 
a  Sunday-school  teacher  is  usually  a  matter  of  prep- 
aration. Ample,  intelligent  and  painstaking  prepara- 
tion will  often  change  what  would  otherwise  be  drudgery 
into  a  satisfying  pleasure.  The  preparation  of  a  teacher 
for  his  work  should  be  twofold  :  first,  general ;  second, 
specific. 

General  Preparation,  i.  The  teacher  should  have 
a    knowledge    of    the    Bible,      This    does    not    refer 

96 


The  Teacher  and  His  Work  97 

to  a  knowledge  of  next  Sunday's  lesson  but  to  a  general 
knowledge  of  the  Book  itself ;  the  relation  of  one  part 
to  another,  its  general  scheme  and  scope.  The  teacher 
should  have  at  his  command  such  a  comprehensive 
knowledge  of  the  whole  Book  that  he  may  be  able  at 
once  to  locate  any  leading  event  or  incident,  not  only  by 
finding  it  in  the  Bible  but  in  its  relation  to  the  whole 
Bible  story.  The  teacher  needs  to  know  the  Book  it- 
self; teachers  nowadays  are  too  prone  to  read  what 
others  are  saying  about  the  Bible,  rather  than  to  study 
the  Bible  itself. 

2.  The  teacher  should  have  a  knowledge  of  pedagogy. 
A  teacher  should  know  what  teaching  is  and  how  to  do 
it.  The  principles  of  the  teaching  process  should  be  as 
familiar  to  him  as  the  faces  of  his  pupils.  There  are, 
however,  very  many  most  excellent  teachers  who  per- 
haps have  never  even  heard  of  •*  pedagogy "  by  that 
name,  yet  in  whose  teaching  may  be  found  its  very 
essence.  The  teacher  who  really  teaches,  has  a  practical 
knowledge  of  pedagogy,  even  if  he  never  read  a  book 
on  the  subject.  Nevertheless,  it  will  be  greatly  to  the 
advantage  of  any  teacher  to  study  the  best  books  on  this 
subject. 

3.  The  teacher  should  have  a  knowledge  of  the  mind. 
The  same  may  be  said  of  psychology  as  of  pedagogy. 
Many  of  our  teachers  possess  in  greater  or  less  degree  a 
knowledge  of  the  operations  of  the  mind.  It  is  shown 
in  the  fact  that  even  inexperienced  teachers  will  use  one 
method  of  teaching  with  little  children  and  quite  an- 
other with  adults.  For  the  highest  results,  however, 
it  is  just  as  important  that  a  teacher  should  study  the 
minds  of  his  pupils  as  developed  in  their  class  work, 


98         How  to  Conduct  a  Sunday  School 

as    it  is  for  a  farmer  to  study  the  soil  in  the  various 
fields  of  his  farm  ;  indeed,  infinitely  more  so. 

4.  A  teacher  should  have  large  faith  in  the  work. 
This  is  a  preparation  only  in  the  sense  that  it  may  be 
cultivated.  Perhaps  it  is  rather  a  fitness  than  a  prepara- 
tion. Certainly  no  teacher  will  have  large  success  in 
teaching  who  has  not  large  faith  in  the  work.  He 
should  beheve  in  the  power  of  God's  Word  to  do  all 
that  God  has  said  it  would.  He  should  recognize  his 
opportunity  as  God-given  and  the  Sunday-school  as  the 
choicest  field  he  can  work  in.  He  should  believe  in  his 
work  with  all  his  heart  and  be  filled  with  enthusiasm  for  it. 

5.  A  teacher  should  have  a  passion  for  souls,  Hora- 
tio L.  Sargeant  was  the  founder  in  i860  of  the  Sunday- 
school  with  which  the  writer  was  connected.  At  the  age 
of  thirty-three,  after  an  unusually  intense  business  life,  he 
died.  The  senior  pastor  of  the  city  paid  him  tribute  in 
these  words : — "  I  believe  Horatio  L.  Sargeant  was  in- 
strumental in  saving  more  souls  in  the  city  of  Toledo 
than  any  other  man  who  ever  lived  in  it ;  and  the  reason 
for  his  wonderful  success  was  because  he  had  a  passion 
for  winning  souls."  Sargeant's  time  was  not  his  own ; 
he  was  a  clerk  in  a  railroad  office  and  the  superintendent 
of  a  mission  school.  But  his  heart  was  on  fire  with  a 
consuming  passion  for  souls.  And  for  any  without  this 
passion  there  will  be  little  result. 

Much  of  the  general  preparation,  to  which  reference  is 
made  above,  may  be  acquired  without  special  training. 
Many  successful  teachers  have  had  no  training,  indeed 
they  have  never  read  a  book  which  referred  to  the  sub- 
ject in  a  technical  manner — unless  we  except  the  Bible. 
Nevertheless  it  is  very  desirable  that  all  shall  secure  all 


The  Teacher  and  His  Work  99 

the  information  possible  in  the  way  of  general  prepara- 
tion for  the  teacher's  office.  There  are  many  most  ex- 
cellent books  at  command  which  will  be  found  helpful. 
Reference  is  made  to  them  in  the  Appendix. 

As  a  desirable  feature  of  every  teacher's  general  prep- 
aration an  important  place  belongs  to  the  mastery  of 
some  regular  teacher  training  course,  such  as  those  recog- 
nized by  the  International  Sunday-School  Association. 
While  this  study  cannot  give  to  a  teacher  all  the  infor- 
mation necessary  it  is  a  very  great  help,  especially 
along  the  lines  of  Bible-knowledge,  pedagogy,  child 
study,  etc.  All  of  this  general  preparation  is  as  neces- 
sary for  teaching  in  one  department  of  the  school  as  in 
another.  In  addition  to  this,  there  should  also  be  the 
specialization  study  in  the  particular  department  where 
the  teacher  is  to  teach.  If  it  be  the  primary  department, 
certain  Hnes  of  study  should  be  followed  that  will  be 
found  especially  helpful ;  the  same  is  true  in  the  junior 
department  and  in  all  the  departments  even  including  the 
adult.  Much  time  and  attention  are  now  given  to  this 
specialization  study. 

Specific  Preparation.  This  refers  to  the  preparation 
of  next  Sunday's  lesson  or  of  next  quarter's  lessons. 
Specific  preparation  is  necessary.  A  day-school  teacher, 
if  he  is  wise,  will  always  study  afresh  the  lesson  he  is  to 
teach,  no  matter  if  it  is  in  the  elementary  grades,  so  that 
it  will  be  familiar  to  his  mind.  If  this  is  necessary  with 
the  day-school  teacher  it  is  infinitely  more  so  with  the 
Sunday-school  teacher,  for  the  conditions  are  usually  not 
so  favourable  in  the  Sunday-school  as  in  the  public 
school.  This  will  require  much  diligent  study  and 
preparation  during  the  week.     Indeed  no  teacher  is  a 


lOO       How  to  Conduct  a  Sunday  School 

teacher  on  Sunday  who  is  not  a  teacher  during  the 
week.  A  soldier  who  is  not  a  soldier  in  camp  will  not 
be  a  soldier  in  battle.  A  thorough,  adequate,  specific 
preparation  of  next  Sunday's  lesson  with  a  grasp  of  its 
relation  to  the  whole  of  Bible  history  will  set  the  teacher 
far  on  his  way  towards  success. 

How  to  Prepare,  i.  Gather  your  material.  This 
involves  first  of  all  the  study  of  the  Bible  lesson  from  the 
Bible.  The  greatest  need  among  Sunday-school  teachers 
to-day  is  original  Bible  study.  This  does  not  mean  the 
study  of  the  Bible  in  the  original  languages,  though  that 
is  important ;  it  does  mean  the  study  of  our  English 
Bible  out  of  the  Bible  itself.  First  of  all,  the  lesson 
should  be  read  repeatedly,  using  the  best  revised  version 
you  can  get.  Read  the  text  first  for  the  purpose  of  get- 
ting the  story  in  your  mind.  At  each  successive  read- 
ing look  for  something  specific  in  the  text,  as,  for 
instance,  the  places  mentioned,  the  persons  mentioned, 
the  things  that  were  done,  or  said.  Watch  for  the  natural 
divisions,  noting  the  change  in  the  general  thought.  In 
many  cases  a  lesson  thus  read  will  naturally  fall  into 
parts,  each  part  with  a  leading  idea.  The  naming  of 
these  ideas  gives  you  an  analysis  of  the  lesson.  It  may 
not  be  as  choice  an  analysis  as  you  will  find  in  some  of 
the  lesson  helps ;  but  it  may  be  the  best  one  for  you  to 
use  as  it  is  the  product  of  your  own  mind.  Of  course 
you  will  read  all  parallel  passages,  if  there  are  any,  and 
look  up  all  references  which  bear  upon  the  subject.  The 
Bible  is  its  own  best  commentary  when  intelligently  used. 
Gathering  the  material  also  involves  a  study  of  lesson 
helps.  Hundreds  of  the  choicest  minds  in  this  and  other 
countries  are  focusing  the  wealth  of  years  of  study  and 


The  Teacher  and  His  Work  loi 

preparation  upon  our  Sunday-school  lessons.  For  a  few 
pennies  we  can  place  upon  our  library  tables  the  lesson 
helps  of  our  various  denominations,  and  their  quality 
could  not  be  improved  if  they  cost  dollars  instead  of 
pennies.  Of  course  first  of  all  we  will  want  the  lesson 
helps  issued  by  our  own  denomination ;  then  it  is  well 
to  have  some  of  those  also  issued  by  other  denomina- 
tions, and  also  as  many  as  we  can  procure  and  have  time 
to  study,  of  those  splendid  helps  pubHshed  by  independ- 
ent concerns.  Lesson  helps  should  be  used  with  care 
and  discrimination  ;  don't  try  to  use  too  many.  I  would 
always  use  a  lesson  help  with  a  pencil  in  my  hand  mark- 
ing the  items  which  appear  to  be  most  helpful  to  me. 

At  the  World's  Sunday-School  Convention  in  London 
in  1889,  Rev.  Richard  Glover  of  Bristol  made  an  address 
which  none  of  the  delegates  present  will  ever  forget.  In 
that  address  were  three  sentences — referring  to  lesson 
helps — which  could  not  be  improved  upon  : 

"  Brethren,  use  lesson  helps  ;  but  do  not  depend  on 
lesson  helps." 

"  Use  lesson  helps  with  your  Bible,  and  not  apart  from 
it." 

"  Those  lesson  helps  are  the  best  which  set  you  think- 
ing, not  those  which  save  you  thinking." 

2.  Arrange  your  Material.  Having  gathered  a  great 
deal  more  material  than  you  can  possibly  use,  you  will 
next  sort  it  and  arrange  it  in  usable  form.  This  process 
requires  first  of  all  that  you  should  have  the  last  lesson  in 
mind  and  also  the  next  lesson  and  those  which  are  to  fol- 
low. It  is  a  great  mistake  to  teach  the  lessons  as  if  each 
stood  alone  like  this  : 


102        How  to  Conduct  a  Sunday  School 
The  lessons  should  rather  be  taught  in  this  fashion, 


In  other  words  the  lessons  should  be  like  links  of  a  chain 
rather  than  like  bricks  laid  end  to  end.  The  linking  of 
the  lessons  together  in  this  manner  will  make  it  easier  for 
the  scholars  to  remember  them  because  the  recalling  of 
one  will  help  to  recall  the  one  before  it  and  the  one  after 
it.  The  arranging  of  your  material  will  also  involve 
keeping  your  scholars  in  mind.  Some  of  the  material 
will  not  be  adapted  to  your  class,  though  it  may  be  to 
others.  Of  course  you  will  have  to  eliminate  part  and 
arrange  the  rest.  The  arrangement  of  your  material  in- 
volves a  teaching  plan  and  this  should  be  clearly  defined 
and  decided  upon  before  the  teaching  process  is  begun. 
The  first  few  minutes  (sometimes  called  the  attack  or  ap- 
proach) are  very  important.  A  Sunday-school  lesson 
should  be  so  arranged  as  to  have  \h.Qfish  hook  first  and 
the  harpoon  last.  That  is,  the  first  few  sentences  should 
make  your  lesson  stick,  and  the  last  sentences  should 
make  it  hold. 

Some  Suggestions,  i.  Begin  Early.  This  applies 
especially  to  the  week,  but  also  to  the  quarter.  It  is  well 
at  the  beginning  of  the  quarter  to  have  in  your  mind  an 
intelligent  outline  of  the  whole  twelve  lessons.  One  can- 
not hope  for  much  success  who  puts  off  his  lesson  prep- 
aration until  late  in  the  week.  There  are  very  many 
advantages  in  getting  an  early  start.  Having  your  lesson 
in  mind,  you  will  be  thinking  about  it  upon  the  street  or 
when  going  about  your  work.  Suitable  illustrations  will 
also  come  to  your  mind  from  your  daily  reading  and 
from   your  social  and  business  intercourse  with  others. 


The  Teacher  and  His  Work  103 

When  you  begin  early  you  are  wearing  your  Sunday- 
school  spectacles  all  the  week,  and  see  things  from  the 
standpoint  of  your  lesson. 

2.  Study  Daily.  When  Paul  was  comparing  one 
church  with  another  (Acts  17:  11),  the  point  of  superi- 
ority of  one  over  the  other  was  their  daily  study  of  the 
Scriptures.  A  daily  study  of  the  lesson  gives  you  a  bet- 
ter chance  to  filter  it,  so  to  speak,  and  weigh  it  as  well. 
Then  the  lesson  is  always  fresh  in  your  mind.  A  little 
time  spent  each  day  in  study  of  the  lesson  is  very  much 
better  than  a  greater  amount  of  time  at  one  sitting. 

3.  Prepare  Copiously.  No  one  can  teach  all  he  knows 
and  teach  effectively.  It  is  the  water  in  thestandpipe,  the 
water  that  does  not  come  out,  that  makes  the  water  which 
does  come  out  from  the  faucet  come  with  such  power. 
David  selected  five  stones  from  the  brook  with  which  to 
fight  the  giant ;  according  to  the  record,  however,  he  only 
needed  one  ;  had  more  been  needed  he  would  have  been 
ready.  A  teacher  who  is  fully  prepared  in  this  way  with 
more  than  he  can  possibly  use,  even  though  much  of  it  is 
not  in  his  teaching  plan,  will  always  be  resourceful  and  in 
command  of  himself.  The  great  German,  Goethe,  said  it 
was  a  pitiable  sight  to  see  a  teacher  try  to  teach  all  he 
knew. 

4.  Remember  the  Time  Limit.  As  a  rule  the  teacher 
has  about  thirty  minutes  in  which  to  teach  the  lesson. 
This  fact  is  vitally  related  to  his  method  of  preparation. 
"  Plan  your  work  and  work  your  plan  "  is  a  good  motto  ; 
but  you  cannot  work  a  forty  minute  plan  into  a  thirty 
minute  period.  We  have  often  heard  teachers  say,"  Our 
lesson  was  so  interesting  to-day  that  we  only  got  to  the 
third  verse."     Sometimes  this  is  all  right ;  but  it  is  usually 


104       How  to  Conduct  a  Sunday  School 

a  confession  of  defective  preparation  on  the  part  of  the 
teacher.  It  is  the  teacher's  business  to  get  through  the 
lesson  in  the  time  allowed,  and  with  a  properly  prepared 
plan  made  with  the  time  limit  in  view  he  will  usually 
succeed.  There  are  exceptions  to  this  rule,  we  will  admit. 
It  is  plain  also  that  a  teacher  cannot  teach  all  he  would 
Hke  to ;  his  plan  should  embody  only  those  things  which 
are  most  helpful  to  his  class.  A  lesson  thus  planned  and 
taught  will  give  better  satisfaction  to  both  pupil  and 
teacher  than  any  of  the  time-absorbing  side  issues  which 
for  the  moment  appear  so  interesting. 

5.  Prepare  Prayerfully,  Let  your  lesson  preparation 
be  filled  with  prayer.  You  will  need  to  prepare  yourself 
and  prayer  will  give  the  best  personal  preparation.  The 
teacher  should  remember  that  he  is  the  lesson  in  most 
cases ;  that  "  the  teacher's  life  is  the  Hfe  of  his  teaching." 
All  Bible  study  should  be  accompanied  by  prayer.  The 
Psalmist  says,  "  Open  Thou  mine  eyes  that  I  may  behold 
wondrous  things  out  of  Thy  law."  One  reason  why  we 
see  so  few  of  the  wondrous  things  is  because  we  have 
not  asked  to  have  our  eyes  opened.  Put  yourself  into 
the  lesson.  One  of  the  best  Bible  teachers  in  New  Eng- 
land taught  a  class  for  many  years.  Almost  every 
scholar  who  entered  the  class,  and  there  were  hundreds  of 
them,  became  a  Christian  and  joined  the  church.  When 
asked  the  secret  of  his  success  he  would  reply,  "  I  just 
keep  sheUing  my  pod  of  P's, 

"  Pray. 
Plan. 
Prepare. 
Pour  Out. 
Pull  In." 


The  Teacher  and  His  Work  105 

It  was  my  privilege  in  crossing  the  ocean  in  the  sum- 
mer of  1903  to  become  acquainted  with  Rev.  W.  H. 
Griffith  Thomas,  an  EpiscopaHan  clergyman  of  London, 
England,  now  connected  with  a  Theological  Seminary, 
Toronto,  Canada,  who  is  the  author  of  a  number  of  books 
on  Bible  Study  and  has  spoken  at  Northfield  and  else- 
where in  our  country.  Before  separating  from  him  on 
landing  he  gave  me  these  hues,  which  bear  upon  the  sub- 
ject of  this  chapter  : — 

"  Think  yourself  empty. 
Read  yourself  full. 
Write  yourself  clear. 
Pray  yourself  hot." 

The  Teacher  in  the  Class.  Much  of  the  teacher's  suc- 
cess in  the  presence  of  the  class  depends  upon  three 
things : — 

1.  Thorough  Preparation.  | 

2.  A  Definite  Plan.  | 

3.  The  Teacher's  Manner. 

Before  reaching  the  teaching  period  of  the  Sunday- 
school  session  there  are  various  features  of  the  opening 
exercises  to  which  attention  must  be  given.  The  teacher 
who  is  able  to  secure  the  heartiest  cooperation  and 
participation  in  these  general  exercises  will  have,  ordi- 
narily, the  least  trouble  in  teaching  the  lesson.  It  is 
quite  important  therefore  that  the  teacher  himself  should 
engage  heartily  in  all  that  the  school  is  doing,  thus  setting 
his  class  a  good  example. 

All  the  class  material  needed  for  the  day,  such  as  song- 
books  in  sufficient  number,  Bibles  in  the  hands  of  all,  a 
pad  or  pads  for  all  the  scholars,  should  be  in  hand  before 


io6       How  to  Conduct  a  Sunday  School 

the  teaching  period,  escaping  thus  the  confusion  incident 
to  the  distribution  of  books,  cards,  envelopes,  etc.,  when 
the  teacher  begins  the  work  of  presenting  the  lesson. 
But  he  cannot  present  what  he  does  not  possess;  he 
must  have  in  his  mind,  then,  a  very  clear  outline  of  what 
he  intends  to  teach  and  also  a  plan  of  his  method  of  pre- 
senting it.  This  plan  need  not,  and  indeed  should  not, 
be  always  the  same.  There  is  opportunity  for  consider- 
able variety  at  this  point.  But  so  much  depends  upon 
the  first  five  minutes  of  the  lesson  period  that  the  teacher 
needs  ^to  have  some  plan  so  definitely  settled  that  he  is 
master  of  the  situation  from  the  very  first.  Woe  to  the 
teacher  who  comes  to  this  point  without  knowing  before- 
hand what  he  is  going  to  do  or  say. 

The  Teaching  Process.  The  lesson  of  the  day  should 
be  made  the  outstanding  theme.  It  should  be  made  as 
real  as  possible.  Put  life  into  it.  Sometimes  the  hold- 
ing up  of  an  object  at  the  very  opening  will  command 
the  attention  ;  sometimes  having  the  scholars  draw  some- 
thing on  their  pads,  something  in  the  lesson  or  associated 
with  it  will  accomplish  the  same  thing.  Most  of  the 
Bible  lessons  can  be  made  so  real  that  the  scholars  can 
fairly  see  the  characters  themselves.  It  is  well  to  use  the 
imagination  and  put  yourself,  as  far  as  possible,  into  the 
conditions  as  they  existed  at  the  time  the  lesson  was 
written.  It  would  be  impossible  to  be  dull  describing  a 
railroad  accident  if  you  had  been  in  it.  Make  the  lesson 
live.  "  Seize  the  moment  of  excited  curiosity  to  fix  the 
truth."  Make  your  teaching  positive  rather  than  nega- 
tive. The  lesson  should  not  be  made  a  whip  to  snap 
over  the  heads  of  the  scholars.  Make  your  applications 
as  you  go  along.     The  time  to  catch  a  fish  is  when  he 


The  Teacher  and  His  Work  107 

bites.     The  old-fashioned  fable  with  a  moral  at  the  end 
will  not  do  for  Sunday-school  teaching. 

There  should  be  no  lesson-helps  in  the  hands  either  of 
teacher  or  scholar ;  Bibles  only  are  permissible  and,  in- 
deed, these  should  be  closed  most  of  the  time.  Doctor 
Hamill  says,  "  The  A  B  C  of  good  teaching  is  All 
Books  Closed ;  "  and  he  is  right.  It  is  impossible  to  over- 
estimate the  power  of  the  "  emancipated  eye  "  during  the 
teaching  process. 

The  Art  of  Questioning.  The  average  teacher  when 
poorly  prepared  will  usually  lecture  to  the  class  ;  if  well 
prepared  he  will  ask  questions  of  the  class ;  if  thoroughly 
prepared  he  will  endeavour  to  provoke  questions  from  the 
class.  The  art  of  combining  the  last  two  methods  marks 
the  highest  skill  in  teaching.  "  Never  tell  a  scholar  what 
you  can  get  him  to  tell  you ;  and  never  tell  a  scholar 
anything  without  asking  him  to  reproduce  it."  These 
principles  have  been  laid  down  for  many  years  in  the 
best  books  on  this  subject.  The  question  hook  is  the 
sceptre  of  power  in  the  hands  of  a  wise  teacher. 

Do  not  question  individuals ;  question  the  class  and 
individuahze  after  the  question  is  asked.  For  example, 
if  you  speak  a  boy's  name  and  then  ask  him  a  question, 
other  boys  will  feel  free  from  responsibility  for  the  time 
and  may  not  give  attention.  If  your  question  is  directed 
to  the  whole  class  so  that  every  boy  is  looking  for  it  to 
come  his  way,  you  will  probably  have  their  attention 
from  the  start ;  then  you  may  select  the  boy  who  shall 
answer  the  question.  Some  teachers  find  it  preferable  to 
ask  questions  repeatedly  of  the  same  scholar,  especially  if 
that  scholar  is  the  least  attentive  one  in  the  class.  He 
soon  understands  the  penalty  of  inattention. 


lo8       How  to  Conduct  a  Sunday  School 

Do  not  ask  leading  questions  which  can  be  answered 
by  "  yes,"  or  "  no,"  or  a  nod  of  the  head ;  a  question 
which  requires  no  thought  for  its  answer  does  more  harm 
than  good. 

Do  not  answer  your  own  question  by  embodying  in 
the  question  itself  the  elements  or  suggestion  of  the 
answer.  Give  just  as  little  information  as  possible  in  the 
question,  expecting  the  scholar  to  give  as  much  as  possi- 
ble. 

Do  not  confine  your  questions  to  those  who  can 
answer  them  best ;  you  can  give  the  brighter  scholars  the 
harder  questions  and  the  duller  scholars  the  easier  ones  ; 
but  do  not  pass  by  any  one  in  the  asking  of  your  ques- 
tions. 

Do  not  ridicule  or  directly  negative  a  wrong  answer  if 
honestly  given.  A  primary  teacher  once  asked  her  class 
where  Jesus  was  born.  A  scholar  answered  very 
promptly,  "  At  Jerusalem."  Many  teachers  would  have 
said  "  no,"  and  tried  for  another  answer.  Not  so,  how- 
ever, with  this  teacher,  who  was  wise.  She  said, "  Thank 
you ;  very  close  to  Jerusalem,  only  a  few  miles  away  at  a 

little  town  called "     "  Bethlehem,"  said   several  at 

once.  "  Yes — at  Bethlehem  very  close  to  Jerusalem." 
She  gave  this  scholar  to  understand  that  he  had  helped  to 
answer  that  question.     As  a  result  he  will  try  again. 

The  Art  of  Illustration.  Illustrations  to  a  lesson  are 
like  windows  to  a  house — they  let  in  light.  They  should 
be  used  sparingly  and  never  dragged  in.  Before  using 
an  illustration  it  is  always  wise  to  ask  two  questions : 
Is  an  illustration  needed  ?  Have  I  an  illustration  that 
will  fit  ?  If  the  answer  is  "  Yes  "  in  both  cases,  proceed 
with  your  illustration.    An  illustration  should  always  be 


The  Teacher  and  His  Work  109 

simple,  clear,  and  easily  understood.  If  it  requires  any 
explanation,  it  is  either  a  poor  illustration  or  poorly  told. 
It  should  be  like  a  ray  of  light  in  a  dark  night. 

Patterson  DuBois  says :  "  Illustrations  should  be  apt, 
vivid,  wholesome."  The  Master  gave,  perhaps,  the  best 
method  of  illustration,  which  is  that  of  comparison.  He 
was  trying  to  teach  the  people  about  the  Kingdom  of 
God,  consequently,  in  speaking  about  the  Kingdom,  He 
compared  it  with  things  they  knew  about.  Hence,  we 
find  that  the  word  "  like  "  is  the  key  to  the  Saviour's 
illustrations.  How  many  of  His  parables  have  sentences 
like  this  :  "  The  kingdom  of  heaven  is  like  a  net,"  "  like 
a  sower,"  '<  hke  leaven,"  "  Hke  a  man  taking  a  journey," 
"  like  mustard  seed,"  "  like  a  man  that  sowed  good  seed  in 
his  field,"  "  like  treasure  hid  in  a  field,"  "  like  a  merchant 
seeking  goodly  pearls,"  etc.,  etc. ! 

Illustrations  should  be  positive  rather  than  negative. 
They  should  be  taken  from  daily  life  rather  than  from 
books,  and  from  incidents  familiar  to  those  being  taught. 
Care  should  be  taken  not  to  overdo  an  illustration,  nor 
tell  a  story  or  give  an  incident  at  such  length  or  in  such 
a  manner  as  to  cause  the  scholars  to  remember  the  illus- 
tration rather  than  the  thing  illustrated.  The  best  illus- 
tration of  a  good  illustration  with  which  I  am  familiar  is 
— the  eye  glasses  or  spectacles  :  they  make  things  plainer 
than  they  would  be  without  them.  Like  the  eye  glasses, 
an  illustration  should  be  looked  through,  and  not  looked 
at. 

Concentrate  Upon  the  Central  Truth.  Do  not  try  to 
teach  all  there  is  in  a  lesson.  Select  a  central  truth. 
This  central  truth  may  be  different  in  different  classes  and 
with  different  scholars  in  the  same  class  owing  to  their 


no        How  to  Conduct  a  Sunday  School 

varying  needs.  Having  decided  upon  the  one  thing  you 
most  desire  to  impress,  teach  that.  It  is  better  to  teach 
one  truth  in  twenty  ways  than  to  teach  twenty  truths  in 
one  lesson.  Teach  a  Httle,  but  teach  it  well ;  it  is  easy  to 
forget.  A  great  teacher  once  said,  "  Not  what  I  may  re- 
member constitutes  knowledge,  but  that  which  I  cannot 
forget." 

The  lessons  of  life  seem  very  hard  for  us  to  learn.  We 
are  so  dull  that  we  must  be  taught  over  and  over  again. 
The  teacher  cannot  overestimate  the  value  of  repetition 
and  review.  The  Jesuits  have  a  saying  that  **  Repetition 
is  the  mother  of  learning."  Always  review  the  lesson 
after  teaching  it,  at  least  in  some  degree.  Call  up  the 
lesson  that  has  gone  before  and  tie  the  two  together. 
Look  ahead  to  the  next  lesson  and  arrange  a  place  for  it 
to  fit  into  your  plan. 

Training  for  Service.  Keep  the  main  purpose  con- 
stantly in  view.  All  Sunday-school  teaching  is  primarily 
for  instruction  ;  but  ultimately  it  is  for  salvation,  edifica- 
tion and  training  for  Christian  service.  You  should  aim 
definitely  in  the  case  of  each  scholar  in  your  class,  first  of 
all  for  his  conversion,  then  to  build  up  in  him  a  strong 
Christian  character,  based  on  the  Word  of  God.  Nor 
should  it  be  forgotten  that  part  of  the  teacher's  work  is  to 
train  the  scholar  for  active  service  in  personal  work  for 
Christ  and  humanity. 

The  teacher's  example  is  all  important.  We  teach  more 
by  what  we  are  than  by  what  we  say  or  do.  The  teacher 
must  be  what  he  seeks  to  have  his  scholar  become.  The 
teacher  who  is  the  ideal  of  his  scholars  as  a  Christian  man 
or  woman  will  have  tremendous  influence  with  them.  He 
should  have  sympathy  for  them  in  all  of  their  experiences. 


The  Teacher  and  His  Work  1 1 1 

He  should  give  himself  unreservedly  to  his  class.  You 
can  give  without  loving ;  but  you  cannot  love  without 
giving. 

Do  not  on  any  account  allow  yourself  to  get  discour- 
aged. Whoever  does  his  best  succeeds.  God's  promise 
is  to  the  faithful.  It  is  impossible  to  tell  just  what  will 
produce  the  best  results.  The  day  you  seemed  to  fail — 
and  went  home  with  heavy  heart  and  tearful  eyes  may 
have  been  the  best  day's  work  you  ever  did.  Fidelity 
is  success. 

When  you  are  alone  at  home  after  the  Sunday-school 
is  over,  the  experiences  of  the  day  should  be  reviewed 
and,  if  mistakes  are  discovered,  endeavour  to  find  a  way  to 
remedy  them.  Write  to  those  who  were  absent.  Begin 
immediately  to  plan  for  the  next  Sunday's  work.  The 
teacher  who  will  carry  his  scholars  and  his  lesson  in  his 
mind  and  upon  his  heart  all  the  week  will  soon  discover 
the  supreme  joy  of  Sunday-school  teaching.  "  And  they 
that  be  teachers  shall  shine  as  the  brightness  of  the  firma- 
ment and  they  that  turn  many  to  righteousness  as  the 
stars  forever  and  ever"  (Dan.  12:3,  Marg.). 


IX 

THE  WORKERS*  MEETING 

Have  a  Workers'  Meeting.  It  is  quite  impossible  to 
overestimate  the  value  of  a  properly  conducted  meeting 
of  this  kind.  This  is  because  of  the  importance  of  the 
Sunday-school  as  a  factor  in  the  work  of  the  Kingdom. 
Certainly  all  Christians  are  agreed  that  the  Sunday-school 
is  the  most  fertile  field  the  church  can  possibly  cultivate. 
This  is,  first,  because  it  is  easier  to  win  children  to  the 
Kingdom  of  God  than  it  is  to  win  adults.  Not  only  that, 
but  they  are  much  more  valuable  in  Christian  service 
when  their  training  begins  in  youth.  Probably  four-fifths 
of  those  who  unite  with  our  churches  upon  conversion, 
both  in  this  country  and  England,  come  through  the 
Sunday-school.  While  the  workers'  meeting  is  helpful  to 
all  officers  and  teachers,  it  is  particularly  so  to  the 
teachers.  Some  one  has  said  that,  when  it  comes  to  win- 
ning souls  for  God  in  the  Sunday-school,  "  The  pastor  is 
across  the  street,  the  superintendent  is  at  arm's  length, 
but  the  teacher  is  face  to  face!'  The  teacher  evidently 
has  the  place  of  greatest  privilege  and  richest  opportunity, 
a  place  and  a  task  the  infinite  possibilities  of  which  de- 
mand the  noblest  service  that  every  faculty  can  render. 
In  view  of  these  facts,  can  anything  be  more  important 
than  training  and  preparing  the  teachers  in  the  art,  not 
only  of  teaching,  but  of  soul  winning  ?  Nevertheless 
only  a  small  proportion  of  all  the  churches  in  the  United 
States  and  Canada  have  a  regular  workers'  meeting. 

112 


The  Workers'  Meeting  113 

It  is  the  coaling  station  of  the  school.  It  will  take  de- 
termination, work,  perseverance,  push  and  prayer  to  make 
this  meeting  a  success ;  but  it  is  worth  more  than  it  costs. 
Have  a  workers'  meeting ! 

The  Real  Purpose  of  the  Workers'  Meeting.  Fail- 
ure to  comprehend  its  design  and  importance  is  the  reason 
for  the  common  apathy  to  be  found  in  many  places  con- 
cerning the  workers'  meeting.  No  superintendent  who 
fully  realizes  its  real  purpose  and  value  will  willingly  do 
without  it.  First,  let  me  say  that  the  name  "  teachers' 
meeting,"  which  is  in  common  use,  is  in  some  respects  a 
handicap.  The  true  workers'  meeting  is  no  more  ex- 
clusively for  the  teachers  than  it  is  for  the  officers,  nor  is 
it  for  either  of  these  to  the  exclusion  of  several  other 
classes  of  people  whom  we  shall  name  later.  Its  intent  is 
to  aid  all  those  who  have  anything  to  do  with  the 
management  of  the  Sunday-school,  whether  officers, 
teachers,  or  assistants  of  any  kind.  Of  course  the  greater 
part  of  the  time  will  be  given  to  the  consideration  of  the 
lesson  for  the  following  Sunday  ;  and  yet  this  meeting  is 
not  so  much  to  prepare  the  lesson  as  to  study  the  methods 
of  presenting  the  lesson.  We  have  many  valuable  lesson 
helps  which  throw  light  upon  the  lessons  and  place  at  our 
disposal  more  than  we  can  possibly  teach. 

The  workers'  meeting,  however,  will  enable  the  teach- 
ers and  workers  to  assist  one  another  by  giving  to  each 
the  benefit  of  the  study  and  ideas  of  all.  It  will  tend  to 
unify  the  teaching  in  the  school,  and  this  is  important. 
There  should  be  ample  time  given,  also,  for  the  consid- 
eration of  anything  regarding  the  management  of  the 
school,  including  the  duties  of  all  the  officers.  Discus- 
sions concerning  the  grading  of  the  school,  the  library, 


114        How  to  Conduct  a  Sunday  School 

the  preparations  for  Christmas,  Easter  and  similar  occa- 
sions, and,  indeed,  anything  else  which  has  to  do  with  the 
welfare  of  the  school,  are  as  appropriate  at  the  workers' 
meeting  as  is  the  treatment  of  the  lesson.  Help  should 
be  rendered  where  help  is  needed,  and  when  the  of- 
ficers, as  well  as  the  teachers,  understand  that  they  will 
all  get  something  at  the  workers'  meeting  which  will  help 
them  in  their  particular  work,  they  will  be  likely  to  at- 
tend. The  workers'  meeting  enables  the  school  to  con- 
centrate its  endeavours  to  the  strengthening  of  the  weak 
places. 

^A^hen  and  Where  ?  If  possible,  always  have  a  fixed 
night  and  always  meet  at  the  church.  The  advantages 
of  a  fixed  time  and  place  are  obvious.  Those  who  are 
absent  from  one  workers'  meeting  or  from  the  school 
will  know  exactly  when  and  where  it  is  to  meet  the  next 
time.  Besides,  at  the  church  you  have  the  conveniences 
for  the  meeting,  such  as  a  blackboard,  maps,  etc.,  which 
you  do  not  find  in  a  private  house.  It  is  desirable  to 
give  a  whole  evening  to  it,  and  this  will  be  found  little 
enough  when  its  real  value  is  understood.  A  workers' 
meeting  tacked  on  before  or  after  another  meeting,  while 
a  great  deal  better  than  none  at  all,  falls  far  short  of  the 
possibilities  of  this  agency.  As  to  the  best  time  in  the 
week,  we  favour  Friday  night  if  it  does  not  conflict  with 
the  prayer-meeting,  for  the  reason  that  it  is  nearer  Sun- 
day. The  teachers  will  have  had  time  to  study  the  les- 
son, and  consequently  their  exchange  of  views  will  make 
the  meeting  brighter,  and  their  thoughts  more  helpful  to 
one  another.  However,  any  night  in  the  week,  provided 
you  can  have  the  whole  evening,  is  better  than  any  other 
night  on  which  you  can  have  but  part  of  the  evening. 


The  Workers'  Meeting  115 

Some  will  say  that  they  cannot  spend  two  nights  a  week, 
giving  one  each  to  the  prayer-meeting  and  the  workers' 
meeting.  We  have  often  heard  this,  and  used  to  believe 
it ;  but  our  observation  is  that  in  practice  it  is  not  so. 
If  the  two  meetings  are  properly  conducted,  the  one 
should  create  a  relish  for  the  other. 

Fundamental  Features.  There  are  three  funda- 
mental features :  I.  Devotional  exercises.  2.  Instruc- 
tion.    3.     Items  of  administration. 

(i)  The  devotional  exercises  should  not  be  crowded 
into  a  corner.  We  should  never  be  so  hurried  that  we 
cannot  take  time  for  prayer  and  song.  There  ought  to 
be  much  prayer ;  prayer  not  only  for  the  school  itself, 
but  especially  for  the  next  Sunday's  service ;  prayer  for 
the  sick,  for  the  dying,  for  the  absent,  for  those  who  are 
spiritually  interested,  for  the  indifferent. 

(2)  The  instruction  at  the  meeting  should  include  not 
only  the  treatment  of  the  lesson  for  the  following  Sunday, 
but  also  any  supplemental  work  that  may  be  done  as  a 
regular  part  of  the  program,  and  in  addition,  the  dis- 
cussion of  practical  methods  of  Sunday-school  work.  A 
part  of  the  meeting  is  frequently  given  up  to  teacher 
training,  and  this  often  works  well. 

(3)  Under  the  head  of  items  of  administration,  every- 
thing should  be  included  that  has  to  do  with  the  Sun- 
day-school management,  studying  the  school  in  all  of 
its  departments,  together  with  the  hearing  of  reports, 
making  announcements,  planning  for  coming  events  and 
the  like. 

The  relation  of  these  general  divisions  to  one  another 
will  be  best  determined  by  local  needs,  but  we  should 
say,  on  general  principles,  that  the  discussion  of  the  lesson 


Il6       How  to  Conduct  a  Sunday  School 

for  the  following  Sunday  should  take  about  half  the  time 
of  the  entire  session.  Divide  the  rest  of  the  time  about 
evenly  between  the  devotional  exercises  and  the  items 
of  administration.  An  hour  and  a  quarter  is  quite  short 
enough  ;  an  hour  and  a  half  is  much  better  for  the  whole 
meeting. 

Uniform  and  Graded  Lessons.  The  workers'  meeting 
can  be  held,  and  will  be  found  valuable,  whether  the 
school  is  using  the  uniform  or  the  graded  lessons.  The 
meeting  can  be  conducted  in  very  much  the  same  way 
except  when  it  comes  to  the  teaching  of  the  lesson.  If 
the  uniform  lesson  is  used,  all  departments  studying  the 
same  lesson,  one  person  may  conduct  the  teaching 
period.  If  the  graded  lessons  are  used,  it  will  be  better 
to  put  all  the  general  exercises  at  the  opening  of  the 
meeting,  after  which  the  teachers  can  separate  into 
groups  representing  the  various  departments.  This 
will  give  them  opportunity  to  study  their  own  particular 
problems  and  to  go  over  their  separate  lessons  prepara- 
tory to  the  work  of  the  coming  Sunday.  Where  graded 
lessons  are  used  in  a  small  school  with  perhaps  but  one 
or  two  teachers  in  a  department,  this  will  not  be  found 
quite  so  easy  but,  nevertheless,  it  can  be  done  with  profit. 

Special  Features.  Monotony  will  take  the  edge  off  of 
anything  ;  the  workers'  meeting  is  no  exception.  There 
should  be  as  much  variety  in  the  program  of  the  meeting 
as  is  consistent  with  its  general  plan  and  purpose.  A 
few  things  are  here  suggested  that  have  been  tried  with 
success. 

1.  A  ten-minute  drill,  designed  to  aid  the  teachers 
along  the  line  of  pedagogy,  Bible  history,  geography,  etc. 

2.  A  short  paper,  not  over  seven  or  eight  minutes  in 


The  Workers*  Meeting  117 

length,  on  some  practical  theme  of  Sunday-school  work, 
either  general  or  local,  the  subject  having  been  previously 
assigned  and  the  writer  notified.  The  following  topics 
for  consideration  will  indicate  the  kind  of  subjects  which 
may  be  suitable  and  profitable : 

How  may  we  increase  our  membership  ?  How  get 
the  most  out  of  a  lesson  help  ?  Shall  we  try  to  have  a 
library  ?  The  social  side  of  our  school  hfe.  My  idea  of 
a  good  teacher. — (Given  by  several  scholars.)  What 
about  new  song-books  ?  How  increase  our  missionary 
offering  ?  How  shall  we  observe  Christmas  ?  Our  duty 
to  absent  and  irregular  scholars.  The  value  of  class 
organization,  etc.,  etc. 

As  a  practical  illustration,  the  following  items  were  re- 
cently considered  in  our  meeting  : 

(i)  Shall  we  practice  for  and  have  a  fire  drill  in  our 
school  occasionally  ? 

(2)  What  can  we  omit  from  the  opening  or  closing 
exercises  of  the  school  in  order  to  give  the  teachers  more 
time  with  their  classes  ? 

(3)  Would  it  be  feasible  to  run  the  school  ten  min- 
utes longer  to  accomplish  the  above  result  ? 

(4)  Shall  we  change  the  school  to  the  afternoon,  run- 
ning from  2  :  30  to  4  :  00,  so  we  may  have  ample  time  ? 

(5)  What  can  we  do  to  hasten  the  coming  of  our  new 
"  Model  Sunday-School  Building  "  ? 

3.  Occasionally  a  meeting  might  be  designated  as 
**  scholars'  night,"  each  teacher  being  requested  to  bring 
one  member  of  his  class,  that  the  scholars  may  see  what 
the  workers'  meeting  is. 

4.  In  schools  of  considerable  size  it  will  be  pleasant 
and  profitable  to  put  the  devotional  exercises  of  the 


Il8       How  to  Conduct  a  Sunday  School 

workers'  meeting  for  one  night  in  charge  of  the  officers 
of  a  given  department  of  the  school.  For  instance,  sup- 
pose you  have  a  cradle  roll ;  let  the  superintendent  of  the 
cradle  roll  department  take  charge  of  the  devotional  exer- 
cises at  one  meeting.  This  officer  would  open  the  meet- 
ing in  the  usual  way,  except  that  the  hymns  and  prayers, 
and  Scripture  reading  also,  would  be  appropriate  to  the 
cradle  roll  work.  Then  a  brief  report  would  be  given, 
stating  how  many  members  they  have,  and  how  the 
teachers  can  help  to  carry  forward  the  work  of  the  de- 
partment, reciting  also  any  cases  of  special  interest ;  this 
to  be  followed  by  a  season  of  prayer  for  that  department. 
In  the  same  way,  on  another  night,  the  home  department 
could  be  considered ;  then  the  beginners,  primaries, 
juniors,  intermediates,  seniors,  adults,  etc.  Also,  give  a 
night  to  such  other  activities  as  the  sunshine  band,  the 
messenger  boys,  etc. 

5.  Devote  ten  minutes  at  each  session  to  an  "  imag- 
inary tour"  through  the  countries  mentioned  in  the 
lessons.  Appoint  in  advance  one  person  to  read  a  letter, 
which  would  purport  to  have  been  written  from  the 
scene  of  the  lesson  for  that  evening  and  at  the  very  time 
the  incident  occurred.  Suppose,  for  instance,  the  lessons 
are  from  the  gospels.  Letters  could  be  written  from 
such  points  as  "  Bethlehem,"  "  Jerusalem,"  ♦*  Jordan's 
Banks,"  "  Nazareth,"  "  Capernaum,"  "  Sea  of  Galilee," 
following  the  course  of  lessons  as  closely  as  possible. 
Each  paper  should  begin  where  the  preceding  one  left 
off,  and  thus  keep  the  imaginary  party  in  constant  com- 
pany with  those  concerning  whom  they  are  studying. 
The  scheme  is  the  same  as  that  worked  out  in  the  book 
entitled,  "  The  Prince  of  the  House  of  David,"  though,  of 


The  Workers'  Meeting  119 

course,  on  a  smaller  scale.     This  plan  has  worked  admir- 
ably with  us  on  several  occasions. 

6.  It  is  a  good  thing  to  have  some  special  objects  for 
prayer  at  each  meeting  during,  say,  a  quarter.  Suppose 
at  one  workers'  meeting  the  superintendent  should  make 
this  announcement :  "  Our  special  prayer  for  the  coming 
week  and  at  the  next  workers'  meeting  will  be  for  the 
senior  department,"  or,  "  for  God's  blessing  upon  our 
decision  day,"  or,  "  that  the  Lord  will  send  us  more 
teachers."  The  good  effect  of  this  is  that  it  secures  the 
concentration  of  the  thought  of  all,  and  the  prayers  of 
all,  on  the  same  thing. 

Do  not  try  to  have  more  than  one  of  these  special  fea^ 
tures  in  operation  at  one  time. 

Who  Should  be  in  Charge  ?  The  superintendent. 
But  it  does  not  follow  that  he  should  teach  the  lesson. 
That  should  be  done  by  the  person,  or  persons,  best 
adapted  to  it,  whether  the  uniform  lesson  is  used  or  the 
graded  lessons ;  the  superintendent,  however,  being  in 
general  charge  of  the  meeting.  It  is  really  his  cabinet, 
his  board  of  counsellors,  and  he  should  there  be  free  to 
present  anything  that  needs  to  be  considered  relative  to 
the  welfare  of  the  school.  Indeed,  he  should  have  a  care- 
fully prepared  schedule  for  each  meeting,  having  pre- 
viously decided  upon  what  items  must  receive  attention. 

Who  Should  Teach  the  Lesson?  If  you  have  in 
your  church  one  person  who  is  especially  fitted  to  do 
this  particular  work  of  teaching  the  preparatory  lesson, 
whether  it  be  pastor,  superintendent,  or  teacher,  that  is 
the  person  who  should  be  placed  in  charge  of  the  lesson 
period.  There  are  many  advantages  in  this  arrangement, 
chief  among  which  is  that  one  regular  leader  can  plan 


120   How  to  Conduct  a  Sunday  School 

his  work  in  advance  and  maintain  greater  continuity  of 
study  than  could  be  secured  in  any  other  way.  In  most 
churches  the  pastor  is  best  fitted  for  this  work.  In  many 
churches,  however,  there  is  no  one  person  who  can  be 
depended  upon  continually  and  some  other  plan  must  be 
devised.  Sometimes  it  is  well  to  select  a  few  of  your 
best  teachers,  and  have  them  take  turns  in  teaching  the 
lesson.  Another  very  helpful  way,  and  one  which  can 
be  used  in  any  school,  whether  they  have  a  good  leader 
or  not,  is  by  the  use  of  the  "  angle  "  method,  to  which 
reference  will  be  made  later. 

Methods  of  Conducting  the  Lesson  Period,  i .  Prob- 
ably the  most  common  method  is  that  of  having  one 
teacher  conduct  the  lesson  study  regularly.  If  this 
method  is  followed,  the  leader  should  not  lecture  to  the 
teachers.  Not  one  instructor  in  a  hundred  can  profita- 
bly lead  a  workers'  meeting  indefinitely  by  the  lecture 
method.  The  cemetery  is  full  of  workers'  meetings  that 
have  been  talked  to  death,  and  their  phantoms  rise  up 
to  haunt  us.  Other  things  being  equal,  that  workers' 
meeting  is  most  profitable  which  has  the  largest  number 
of  contributors,  providing  they  are  all  cooperating  under 
the  direction  of  a  wise  leader. 

2.  Occasionally  it  is  a  good  plan  for  the  leader  to 
pretend  that  the  teachers  are  all  primary  scholars,  or 
juniors,  or  intermediates,  or  young  people,  and  to  teach 
them  accordingly.  This  custom  is  prevalent  in  primary 
unions,  but  it  may  be  profitably  applied  in  regular  work- 
ers' meetings  where  workers  of  all  grades  are  found. 

3.  In  some  workers'  meetings  the  lesson  is  taught 
briefly  twice  and  even  three  times,  each  treatment  being 
given  by  a  person  representing  some  one  department  in 


The  Workers'  Meeting  121 

the  school.  For  instance,  the  primary  teacher  would  go 
over  the  lesson,  bringing  out  those  features  which  are 
most  helpful  to  primary  workers.  Then  a  teacher  of 
boys  or  girls  would  do  the  same  thing,  having  in  mind 
that  department ;  then,  perhaps,  a  third  leader  would 
treat  the  lesson  from  the  standpoint  of  an  adult  class. 
This  method  is  not  generally  satisfactory,  but  many  like 
it.  Of  course,  it  would  not  be  used  in  a  school  where 
they  have  graded  lessons  and  where  the  meeting  is  con- 
ducted as  indicated  above. 

4.  One  of  the  most  helpful  methods  we  have  found  is 
to  assign  a  specific  thought  to  each  of  a  dozen  teachers, 
upon  which  each  one  will  prepare  and,  at  the  meeting, 
present  his  one  particular  feature.  This  is  commonly 
called  the  "  angle  "  method.  The  writer  and  many  others 
have  found  it  highly  valuable,  and  it  is  growing  in  favour, 
though  it  loses  its  interest  if  used  continuously.  It  has 
two  great  advantages :  First,  a  skilled  leader  is  not  nec- 
essary, though,  of  course,  it  is  very  desirable  to  have  one ; 
almost  anybody  is  willing  to  lead  the  workers'  meeting 
by  this  method.  Then,  in  the  second  place,  you  are  sure 
of  at  least  a  dozen  or  so  of  people  who  will  be  ready  to 
give  thoughts  upon  the  lesson  from  as  many  different 
**  angles."  The  explanation  of  these  "  angles  "  is  usually 
placed  upon  a  little  leaflet,  each  of  the  "  angles  "  being 
numbered.  These  leaflets  are  handed  out  several  weeks 
in  advance,  by  the  one  who  is  to  lead  the  meeting,  to 
those  from  whom  he  desires  assistance,  assigning  one 
*'  angle  "  to  each  person.  By  looking  over  the  following 
list  of  "  angles  "  the  scheme  will  be  very  easily  under- 
stood. It  should  be  made  plain  that  all  present  are  in- 
vited to  ask  questions  or  in  any  other  way  contribute  to 


122        How  to  Conduct  a  Sunday  School 

the  meeting.  The  lesson  leader  is  expected  to  be  pre- 
pared on  all  the  "  angles  "  so  as  to  take  the  place  of  any 
who  may  be  absent,  and  to  supplement  such  answers  as 
may  not  be  sufficiently  complete.  Of  course  those  hold- 
ing the  •*  angles  "  should  be  careful  not  to  cover  more 
ground  than  that  which  is  implied  in  their  own  "  angle." 

Angle  No.  i.     Approach. 

Give  subject  of  last  lesson,  brief  treatment  of  interven- 
ing history,  time,  place  and  circumstances  leading  up  to 
this  lesson. 

Angle  No.  2.     The  Lesson  Story. 

Give  the  lesson  story  in  your  own  words. 

Angle  No.  3.     Analysis. 

Give  a  simple  working  outhne  for  studying  and  teach- 
ing the  lesson. 

Angle  No.  4.     References. 

Give  helpful  references  and  parallel  passages,  showing 
how  they  bear  upon  the  lesson. 

Angle  No.  5.     Biography. 

Give  names  of  persons,  classes  and  nations  mentioned 
or  referred  to. 

Angle  No.  6.     Orientalisms. 

Give  any  Oriental  customs  or  manners  peculiar  to  this 
lesson. 

Angle  No.  7.     Principal  Teachings. 

Give  the  principal  truths  most  forcibly  taught. 

Angle  No.  8.     First  Step. 

Give  a  good  way  to  introduce  this  lesson  to  your  class 
so  as  to  secure  attention  from  the  start. 

Angle  No.  9.     Primary. 


The  Workers'  Meeting  123 

Give  the  features  of  this  lesson  which  are  best  adapted 
to  small  children. 

Angle  No.  10.     Objects. 

Give  list  of  any  objects  which  might  be  profitably 
shown  in  teaching  this  lesson. 

Angle  No.  II.     Illustrations. 

Give  a  few  incidents  or  facts  that  will  serve  as  illustra- 
tions. 

Angle  No.  12.     Practical  Points. 

Give  the  most  practical  points  in  personally  applying 
the  lesson  to  the  every-day  \\i^  of  the  scholars. 

Equipment.  A  good  blackboard  is  indispensable.  If 
there  is  not  a  blackboard  built  into  the  wall,  as  in  a  pub- 
lic-school building,  we  recommend  the  patent  revolving 
board  as  the  next  best  thing.  It  is  very  light,  convenient 
and  sightly.  Lecturer's  chalk  is  preferable  to  ordinary 
school  crayon.  Get  two  sizes,  one  having  the  sticks  one 
inch  square  and  three  inches  long,  and  coming  in  colours, 
six  sticks  in  a  box ;  the  other  is  made  one-half  inch  square 
and  three  inches  long,  and  comes  twelve  sticks  in  a  box. 
Plain,  simple  lettering  is  always  the  best,  and  no  stroke 
of  the  crayon  should  ever  be  made  which  cannot  be  clearly 
seen  across  the  room. 

There  should  be  at  least  three  maps,  one  of  Palestine, 
another  showing  all  the  lands  of  the  Bible,  and  a  third 
outlining  Paul's  missionary  journeys.  Other  maps  may 
be  useful,  but  these  will  suffice.  It  is  better  to  have 
maps  which  roll  up  out  of  the  way.  They  last  longer 
and  will  keep  cleaner.  George  P.  Perry's  chart,  entitled 
"  The  Life  of  Christ,"  is  also  very  desirable,  and  likewise 
a  relief  map  of  Palestine.     I  would  particularly  recom- 


124       How  to  Conduct  a  Sunday  School 

mend,  also,  a  workers'  library.  A  collection  of  fifty  or 
more  choice  books,  selected  with  a  view  of  assisting,  in- 
forming, inspiring  and  guiding  the  workers,  will  do  the 
Sunday-school  more  good  than  a  scholars'  library  of 
several  times  that  number  of  volumes.  A  list  of  "  Best 
Books  for  Sunday-School  Workers  "  will  be  found  in  the 
Appendix. 

Who  Should  Attend  ?  Certainly  the  pastor  if  he  can 
possibly  do  so.  At  no  other  time  or  place  can  he  come 
into  such  close  touch  with  the  forces  that  are  to  win 
members  for  the  church. 

Certainly  the  superintendent  and  all  his  assistants,  to- 
gether with  all  the  officers  of  the  school  ought  to  be  there, 
both  that  they  may  know  what  is  going  on,  and  that  they 
may  get  help  for  their  special  work. 

Certainly  all  the  teachers.  We  say,  without  hesitation, 
that  the  teacher  who  can  attend  the  workers'  meeting  and 
does  not  do  so  is  showing  neither  the  kind  nor  the  degree 
of  interest  that  is  essential  to  any  measure  of  success. 
We  believe,  however,  that,  as  a  rule,  teachers  will  come 
unless  unavoidably  hindered,  if  they  are  helped  by  the 
meeting,  and  it  is  made  worth  their  while. 

In  addition  to  the  above  classes  of  persons  who  should 
attend,  we  would  name  two  more :  First,  the  supply 
teachers,  i.  e.^  those  who  are  to  take  the  places  of  any 
teachers  who  may  be  absent ;  and  also,  the  prospective 
teachers,  those  who  are  looking  forward  to  occupying 
the  teacher's  office.  These  may  be,  at  present,  members 
of  the  teacher  training  class  and  this  meeting  will  be  a 
very  great  help  to  them. 

How  to  Work  up  the  Attendance.  First  of  all,  the 
best  attraction  is  to  have  a  good,  helpful,  live  workers* 


The  Workers'  Meeting  125 

meeting.  Make  it  worth  attending.  However,  even 
then,  not  all  of  those  you  desire  to  reach  will  come. 
What  shall  we  do  then  ?  Keep  inviting  them.  Try  to 
lay  it  upon  the  heart  of  each  department  superintendent 
to  have  all  his  officers  and  teachers  present  at  this  meet- 
ing. We  have  often  done  this  by  putting  figures  on  the 
board.  For  instance,  the  superintendent  of  the  school, 
calling  the  roll  of  the  departments,  at  the  close  of  the 
meeting,  the  primary  superintendent  would  report,  "  We 
have  ten  officers  and  teachers  present,  six  absent."  Enter 
this  upon  the  board.  Call  the  various  departments  in 
this  way.  When  the  figures  are  all  before  the  teachers 
they  can  see  what  department  is  showing  up  the  best  at 
the  workers'  meeting. 

Another  good  way  is  to  encourage  the  teachers  who 
are  present  and  are  interested,  to  speak  about  the  meet- 
ing on  the  next  Sunday  to  those  teachers  who  sit  near 
them  in  the  school,  who  did  not  attend,  urging  them  to 
come  to  the  next  workers'  meeting. 

Always  announce  the  workers'  meeting  in  the  Sunday- 
school.  Do  not  scold  the  teachers  for  not  coming,  but 
announce  the  meeting  in  such  a  way  that  those  who  do 
not  come  will  feel  that  they  are  missing  something. 
Send  personal  letters  to  those  who  are  absent,  taking  it 
for  granted  that  all  the  officers  and  teachers  will  be  there 
if  they  can.  Teachers,  like  scholars,  will  for  the  most 
part  do  what  you  expect  them  to  do.  Even  if  you  have 
the  best  workers'  meeting  in  the  world,  it  will  take  special 
effort,  and  a  great  deal  of  it  to  get  some  of  your  teachers 
to  attend.     However,  keep  at  it.     Never  give  up. 

The  Quarterly  Workers'  Meeting.  If  the  workers' 
meeting  is  held  every  week,  there  is  always  one  meeting 


126       How  to  Conduct  a  Sunday  School 

in  the  quarter  when  there  is  no  lesson  to  study.  Do 
not,  on  any  account,  give  up  this  meeting.  It  is  the 
most  important  of  all.  Definite  plans  for  reviewing  the 
quarter's  lessons  should  be  made.  It  can  also  be  profit- 
ably used  for  several  other  purposes.  First,  it  gives  an 
admirable  opportunity  to  review  the  work  of  the  past 
quarter  and  to  plan  for  the  next  one ;  also  to  look  over 
the  school  in  general  and  discover,  if  possible,  where  the 
weak  places  are,  and  plan  to  strengthen  them.  At  this 
meeting  it  is  worth  while  to  have  the  full  roll-call  of  all 
officers  and  teachers.  There  may  be  opportunity  also 
for  a  brief  talk  from  the  pastor,  or  possibly  from  some 
one  invited  in  from  outside.  It  is  well  also  to  have  a 
special  prayer  service  for  the  blessing  of  God  upon  the 
work. 

It  would  not  be  out  of  place  to  have  some  refreshments 
at  this  quarterly  meeting.  Meetings  of  this  kind  are  just 
as  valuable  to  the  Sunday-school  as  the  meetings  of  the 
bank  directors  are  to  the  bank.  Just  in  proportion  as 
the  work  of  the  school  is  laid  upon  the  hearts  of  those 
who  are  responsible  for  it,  the  school  will  prosper. 

Remember  that  everything  that  is  really  worth  while 
costs  much  effort  and  persevering  labour.  Determine 
not  only  to  have  a  workers*  meeting,  but  to  have  the 
very  best  workers*  meeting  possible,  and  by  God's  bless- 
ing you  will  have  it. 

"  Plan  your  work,  then  work  your  plan." 


X 
INSTALLATION  OF  OFFICERS  AND  TEACHERS 

Installation  Service  Important.  The  benefits  of  a 
service  for  the  installation  of  officers  and  teachers  must 
be  apparent  to  all.  It  enables  the  pastor  in  a  vivid 
manner  to  call  the  attention  of  the  whole  church  to  the 
importance  of  the  Sunday-school  work,  and  to  impress 
upon  the  officers  and  teachers  their  responsibility  in  the 
positions  they  hold.  Officers  thus  inducted  into  their 
office  are  apt  to  attach  more  importance  to  their  work 
than  they  otherwise  would. 

It  would  be  well  if  this  service  could  be  held  on  the 
last  Sunday  of  the  year,  or,  if  not  convenient  then,  early 
in  the  beginning  of  the  new  year,  whether  it  be  the 
calendar  year  or  the  year  recognized  by  the  church.  It 
should  be  held  at  the  hour  of  the  regular  morning  church 
service,  with  the  usual  congregation  present  besides  the 
Sunday-school.  This  service  is  in  charge  of  the  pastor. 
The  front  seats  are  reserved  for  the  officers  and  teachers 
of  the  Sunday-school.  The  workers  assemble  in  the  rear 
room  and  enter  in  a  body,  the  officers  and  teachers  of 
each  department  sitting  together  as  far  as  possible,  as  also 
do  the  members  of  the  various  committees. 

Outline  Service.  We  give  below  an  outline  of  this 
service  as  usually  conducted  in  our  church,  and  now  con- 
ducted in  many  other  churches.  It  is  somewhat  more 
elaborate  than  would  be  necessary  in  a  small  school,  but 
it  may  serve  to  give  an  idea  of  what  may  be  made  out  of 

127 


128       How  to  Conduct  a  Sunday  School 

an  installation  service.  Printed  slips  containing  the  re- 
sponsive readings,  as  given  below,  are  supplied  to  all  in 
the  building.  The  object  in  reproducing  the  scripture 
readings  is  to  show  how  the  verses  are  fitted  to  the 
departments  or  to  the  committee  reading  them. 

Sometimes  the  sermon  is  given  by  some  one  else 
than  the  pastor.  At  one  installation  service  Dr.  John 
Potts  officiated — our  pastor  leading  in  all  the  exercises 
except  the  sermon. 

The  following  order  of  service  is  usually 
arranged    to  make  a   four  page   leaflet. 


[Cover  page] 

Installation  Service 
of  the 

Officers,  Teachers  and  Workers 

of  the 

Washington  Street  Congregational 
Sunday  School 

Toledo,  Ohio 


Installation  of  Officers  and  Teachers       129 

©rber  of  Service 

1.  Organ   Voluntary.     (Sunday-school  Workers  enter   and  occupy 
reserved  seats.) 

2.  Doxology. 

3.  Invocation. 

4.  Gloria  Patri. 

5.  Hymn.     (Tune,  Naomi.) All  sing. 

1.  Thy  Word  is  like  a  deep,  deep  mine, 

And  jewels  rich  and  rare 
Are  hidden  in  its  mighty  depths, 
For  every  searcher  there. 

2.  Thy  word  is  like  an  armoury 

Where  soldiers  may  repair, 
And  find  for  life's  long  battle  day, 
All  needful  weapons  there. 

3.  Oh,  may  I  find  my  armour  there, 

Thy  Word  my  trusty  sword ; 
I'll  learn  to  fight  with  every  foe, 
The  battle  of  the  Lord. 

6.  Scripture  Selection,  Psalm  1 19 ;  1-16.         -        -        -        Paste*, 

7.  Anthem. Church  Choir. 

8.  Prayer. ,        -        Pastor. 

9.  Morning  Offering. 

10.  Statement  by  Pastor  of  the  object  of  this  service. 

11.  Note.  The  names  of  the  workers  in  our  Sunday-school  who  are 
to  be  installed  to-day  for  the  work  of  the  new  year  are  found  on  the  fourth 
page  of  this  leaflet. 

12.  Responsive  Service. Pastor. 

Pastor. — I  beseech  you  therefore,  brethren,  by  the  mercies  of  God,  that 
ye  present  your  bodies  a  living  sacrifice,  holy,  acceptable  unto  God,  which 
is  your  reasonable  service. — Rom.  12 :  i. 

General  Officers. — Feed  the  flock  of  God  which  is  among  you,  taking 
the  oversight  thereof,  not  by  constraint,  but  willingly  j  not  for  filthy  lucre. 


130        How  to  Conduct  a  Sunday  School 

but  of  a  ready  mind ;  and  when  the  chief  Shepherd  shall  appear,  ye  shall 
receive  a  crown  of  glory  that  fadeth  not  away. — i  Pet.  5  :  2-4. 

Pastor. — And  be  not  conformed  to  this  world:  but  be  ye  transformed 
by  the  renewing  of  your  mind,  that  ye  may  prove  what  is  that  good,  and 
acceptable,  and  perfect  will  of  God. — Rom.  12:2. 

Door-jnen. — For  a  day  in  Thy  courts  is  better  than  a  thousand.  I  had 
rather  be  a  doorkeeper  in  the  house  of  my  God,  than  to  dwell  in  the  tents 
of  wickedness. — Ps.  84  :  10. 

Pastor. — For  I  say,  through  the  grace  given  unto  me,  to  every  man 
that  is  among  you,  not  to  think  of  himself  more  highly  than  he  ought  to 
think ;  but  to  think  soberly,  according  as  God  hath  dealt  to  every  man  the 
measure  of  faith. — Rom.  12:  3. 

Courtesy  Committee. — A  man  that  hath  friends  must  show  himself 
friendly;  and  there  is  a  friend  that  sticketh  closer  than  a  brother. — 
Prov.  i8 :  24. 

Pastor. — For  as  we  have  many  members  in  one  body,  and  all  members 
have  not  the  same  office  :  So  we,  being  many,  are  one  body  in  Christ,  and 
every  one  members  one  of  another. — Rom.  12  :  4,  5. 

Cradle  Roll  Superintendejtt  and  Assistants. — But  Jesus  said.  Suffer  little 
children,  and  forbid  them  not,  to  come  unto  Me  :  for  of  such  is  the  king- 
dom of  heaven. — Matt.  19  :  14. 

Pastor. — Having  then  gifts  differing  according  to  the  grace  that  is  given 
to  us,  whether  prophecy,  let  us  prophesy  according  to  the  proportion  of 
faith  :  Or  ministry,  let  us  wait  on  our  ministering ;  or  he  that  teacheth,  on 
teaching. — Rom.  12:  6,7. 

Beginners,  Officers  and  Teachers. — Verily  I  say  unto  you.  Whosoever 
?hall  not  receive  the  kingdom  of  God  as  a  little  child,  he  shall  not  enter 
therein,— Mark  10 :  15. 

Pastor. — And  whatsoever  ye  do,  do  it  heartily,  as  to  the  Lord,  and  not 
unto  men. — Col.  3  :  23. 

Primary  Officers  and  Teachers. — And  Jesus,  perceiving  tke  thought  of 
their  heart,  took  a  child,  and  set  him  by  Him,  And  said  unto  them.  Who- 
soever shall  receive  this  child  in  My  name  receiveth  Me ;  and  whosoever 
shall  receive  Me,  receiveth  Him  that  sent  Me :  for  he  that  is  least  among 
you  all,  the  same  shall  be  great. — Luke  9  :  47, 48. 

Pastor. — But  watch  thou  in  all  things,  endure  afflictions,  do  the  work 
of  an  evangelist,  make  full  proof  of  thy  ministry. — 2  Tim.  4:  5. 


Installation  of  Officers  and  Teachers       131 

Junior  Officers  and  Teachers. — Remember  now  thy  Creator  in  the  days 
of  thy  youth,  while  the  evil  days  come  not,  nor  the  years  draw  nigh,  when 
thou  shalt  say,  I  have  no  pleasure  in  them. — Eccl.  12 :  i. 

Pastor. — Let  the  word  of  Christ  dwell  in  you  richly  in  all  wisdom ; 
teaching  and  admonishing  one  another  in  psalms  and  hymns  and  spiritual 
songs,  singing  with  grace  in  your  hearts  to  the  Lord. — Col.  3:16. 

Intermediate  Officers  and  Teachers. — That  our  sons  may  be  as  plants 
grown  up  in  their  youth  :  that  our  daughters  may  be  as  corner  stones, 
polished  after  the  similitude  of  a  palace. — Ps.  144:  12, 

Pastor. — Consider  what  I  say ;  and  the  Lord  give  thee  understanding 
in  all  things. — 2  Tim.  2 :  7. 

That  thou  mayest  walk  in  the  way  of  good  men,  and  keep  the  paths  of 
the  righteous. — Pro  v.  2 :  20. 

Senior  Officers  and  Teachers, — Wherewithal  shall  a  young  man 
cleanse  his  way?  by  taking  heed  thereto  according  to  Thy  Word. — 
Ps.  119:9. 

Let  Mount  Zion  rejoice,  let  the  daughters  of  Judah  be  glad,  because 
of  Thy  judgments. — Ps,  48  :  11. 

Pastor. — Let  not  mercy  and  truth  forsake  thee  ;  bind  them  about  thy 
neck ;  write  them  upon  the  table  of  thine  heart. — Prov.  3  :  3. 

Teacher  Training  Superintendent. — Study  to  shew  thyself  approved 
unto  God,  a  workman  that  needeth  not  to  be  ashamed,  rightly  dividing 
the  word  of  truth. — 2  Tim.  2  :  15. 

Pastor. — Search  the  Scriptures ;  for  in  them  ye  think  ye  have  eternal 
life  :  and  they  are  they  which  testify  of  Me. — John  5  :  39. 

Adult  Officers  and  Teachers. — All  Scripture  is  given  by  inspiration  of 
God,  and  is  profitable  for  doctrine,  for  reproof,  for  correction,  for  instruc- 
tion in  righteousness  :  That  the  man  of  God  may  be  perfect,  thoroughly 
furnished  unto  all  good  works. — 2  Tim.  3  :  16,  17. 

Pastor. — For  God  so  loved  the  world,  that  He  gave  His  only  begotten 
Son,  that  whosoever  believeth  in  Him  should  not  perish,  but  have  ever- 
lasting life. — John  3:16. 

Home  Department  Superintendent  and  Visitors. — And  daily  in  the  tem- 
ple, and  in  every  house,  they  ceased  not  to  teach  and  preach  Jesus  Christ. 
— Acts  5  :  42. 

Pastor. — I  charge  thee  therefore  before  God,  and  the  Lord  Jesus  Christ, 
who  shall  judge  the  quick  and  the  dead  at  His  appearing  and  His  king- 


A  3^       How  to  Conduct  a  Sunday  School 

dom ;   Preach  the  word,  be  instant  in  season,  out  of  season ;  reprove,  re- 
buke, exhort  with  all  long  suffering  and  doctrine. — 2  Tim.  4;  i,  2. 

Congregation. — The  Lord  bless  thee,  and  keep  thee  :  The  Lord  make 
His  face  to  shine  upon  thee,  and  be  gracious  unto  thee :  The  Lord  lift  up 
His  countenance  upon  thee,  and  give  thee  peace. — Num.  6 :  24-26. 

13.  Hymn — (Tune,  Uxbridge). All  sing. 

O  teach  me.  Lord,  that  I  may  teach 
The  precious  things  Thou  dost  impart : 

And  wing  my  words  that  they  may  reach 
The  hidden  depths  of  many  a  heart. 

O  fill  me  with  Thy  fullness,  Lord, 

Until  my  very  heart  o'erflow 
In  kindling  thought  and  glowing  word, 

Thy  love  to  tell,  Thy  praise  to  show. 

14.  Installatioa  Sermon  and  Prayer.        -         Rev.  John  Potts,  D.  D. 

15.  Worker's  Covenant.    All  workers  joining  led  by  the  Pastor. 


Trusting  in  the  Lord  Jesus  Christ  for  strength,  I 
humbly  promise  Him  and  this  Church  that  I  will  be 
faithful  to  the  extent  of  my  ability,  to  all  known  duties 
and  responsibilities  devolving  upon  me  as  a  worker  in 
this  Sunday-school.  I  will  endeavour  to  be  regular  and 
punctual  in  attendance;  diligent  in  my  lesson  study; 
loyal  to  the  established  rules  of  the  school ;  consistent  in 
my  example ;  and  will  seek  earnestly  the  salvation  and 
edification  of  the  scholars  and  the  truest  Christian  fel- 
lowship among  the  entire  membership. 


16.     Consecration  Hymn — (Tune,  Dennis).   .        -        -  AH  sing. 

1.  Father,  my  spirit  search  : 
Reveal  my  needs  to  me. 

As  now,  a  Worker  in  Thy  Church, 
I  give  myself  to  Thee. 

2.  Thy  lambs  Thou  bid'st  me  feed. 
Feed  me,  O  Shepherd  mine  ; 

If  led  by  Thee,  then  may  I  lead 
My  flock  in  paths  divine. 


Installation  of  Officers  and  Teachers       133 

3.     Teach  me  to  love  Thy  word, 
Teach  me  to  do  Thy  will ; 
With  earnest  labours  for  my  Lord 
Help  me  my  life  to  fill. 

17.    Consecration  Prayer  and  Benediction.         -  -        Pastor. 

The  last  page  of  the  printed  program  is  used  for  the 
names  of  the  officers  and  teachers,  indicating  the  titles  to 
their  office  and  the  department  in  which  they  work. 


XI 

METHODS  OF  SECURING  AND  HOLDING 
MEMBERS 

Securing  New  Members.  Dr.  Peloubet  has  said,  "  It 
is  a  sin  for  a  school  to  be  smaller  than  it  can  be."  Cer- 
tainly no  school  should  be  content  not  to  grow ;  and,  if 
conditions  are  normal,  a  healthy  school  will  grow.  It  is 
our  purpose  in  this  chapter  to  present  some  usable 
methods  for  securing  new  members.  As  a  principle  it 
ought  to  be  stated  that  a  rapid  growth  is  usually  an  un- 
healthy one.  The  late  B.  F.  Jacobs  used  to  say,  "  God 
pity  the  Sunday-school  that  gets  a  hundred  new  scholars 
at  any  one  time."  Very  few  schools,  however,  need  have 
any  fear  on  this  point ;  yet  some  of  the  modern  methods 
of  securing  members  produce  very  rapid  growth.  It  is 
possible  to  pour  cold  water  continuously  into  a  teakettle 
when  its  contents  are  boiHng,  and  to  do  it  so  slowly  and 
evenly  that  the  water  will  continue  to  boil  right  along. 
But  if  you  pour  it  in  rapidly  the  boiling  process  will 
cease.  This  illustrates  how  new  scholars  should  be  re- 
ceived in  a  Sunday-school.  If  they  come  in  more  rapidly 
than  they  can  be  assimilated  and  properly  cared  for,  there 
is  a  great  danger  of  lowering  the  school  temperature  and 
depreciating  its  standard  of  vi^ork. 

Among  the  various  methods  of  securing  new  members 
we  name  the  following  : — 

134 


Methods  of  Securing  and  Holding  Members    135 

The  Personal  Invitation.  One  of  the  large  audi- 
ences which  assembled  to  hear  Jesus  preach  was  called 
together  by  the  "  Come  and  see "  of  one  woman. 
There  is  no  method  of  invitation  to  compare  with  this. 
It  was  Andrew's  personal  invitation  that  brought 
Peter,  and  Philip's  personal  invitation  that  brought 
Nathanael.  A  personality  can  be  put  into  a  spoken 
invitation  that  is  almost  wholly  lost  if  the  invitation 
be  printed  or  even  written.  A  Sunday-school  that 
will  make  a  business  of  personally  inviting  people  to 
its  membership  will  have  little  to  complain  of  in  the 
way  of  numbers.  Superintendents  should  persuade 
officers,  teachers  and  scholars  to  cultivate  the  habit  of 
personal  invitation. 

The  Printed  Invitation.  Good  printing  is  always  a 
great  help.  The  printed  invitation  can  often  be  used 
where  the  personal  invitation  cannot  be  given,  and  it  can 
also  be  used  in  connection  with  it.  Use  good  printing 
or  none  at  all.  A  business  concern  which  would  con- 
tinuously put  out  shoddy  printing,  of  cheap  appearance 
and  bungling  style,  will  have  a  low  rating  in  any  com- 
munity. Let  your  printed  matter  be  tasty,  well  arranged, 
in  the  highest  style  of  the  printer's  art.  Always  use 
good  paper  and  frequently  use  colours.  An  invitation 
should  be  short  and  to  the  point.  Every  superintendent 
must  use  his  own  ingenuity ;  at  the  same  time  he  may 
profitably  learn  much  from  others.  We  produce  here- 
with some  very  helpful  styles  of  invitations.  The  dis- 
play lines  are  printed  in  red,  the  remainder  in  any  con- 
trasting colour. 


136       How  to  Conduct  a  Sunday  School 

A     Happy     Family. 

You  never  saw  a  happier  one,  nor  one  more  united  and  con- 
tented, than  the  more  than  one  thousand  folks — ranging  in  age 
from  a  few  days  old  to  seventy  five  years — who  compose 

The  "Washington  Street  Oongregational  Sunday-School. 

We  do  have  good  times  together  every  Sunday  from  eleven 
forty-five  to  one  o'clock.  You  couldn't  go  to  sleep  if  you 
wanted  to,  and  you  won't  want  to.  Everybody's  busy.  Just 
like  a  beehive.  Every  feature  counts.  Souls  are  saved. 
God  is  honoured. 

Why  Not  Be  In  It? 

Ernest  Bourner  Allen,  Minister. 
Marion  Lawrance,  Superintendent. 
Application  for  Membership  on  other  side. 


Every   Sunday  in  the   Tear 

As  regularly  as  Sunday  comes,  a  cheery  welcome  awaits  you  at 
the  Washington  Street  Congregational  Church  and  Sunday- 
School,  "'  On  the  Point,"  corner  Washington  and  Dorr  Streets. 
(Norwood  Belt  and  Dorr  Street  Car  Lines  pass  the  door.) 
Preaching  every  Sunday  at  ten  o'clock,  followed  by  the  Sun- 
day-school at  eleven  forty-five.  People's  Popular  Service 
every  Sunday  night  at  seven-thirty.  Our  Sunday-school  has 
suitable  departments  and  classes  for  all— old  and  young.  We 
endeavour  by  good  fellowship  and  cordiality,  spirited  singing,  a 
splendid  orchestra,  earnest  prayers,  short  talks,  telling  testi- 
monies, faithful  Bible  study,  and  a  variety  of  general  exercises, 
to  please  and  help  all  who  come  among  us,  either  as  members 
or  visitors.     Come  next  Sunday  and  see  for  yourself. 

You  will  find  a  welcome  here. 

Ernest  Bourner  Allen,  Minister. 
Marion  Lawrance,  Superintendent. 


Methods  of  Securing  and  Holding  Members    1 37 


TIMES  A  YEAR,''"''^"^'"-^^ 


^^  M  ^  AJ-^j.-!^*^  J.  M,  M.  M^j.  ^'-^j  ^^  Sunday 
1  W  comeSy  a  cheery  welcome  awaits  you  at  the 
\J^^  Washington  Street  Congregational  Church 
and  Sunday- School y  "  On  the  Pointy  corner 
Washington  and  Dorr  Streets  {Norwood  Belt  and  Dorr 
Street  Car  Lines  pass  the  door).  Preaching  at  ten  and 
seven-thirty  and  Sunday-school  at  eleven  forty-five  every 
Sunday.  We  have  suitable  Departments  and  Classes  for 
all  ages  {one  exclusively  for  men).  We  try  by  spirited 
vocal  and  orchestral  music ^  short,  earnest  prayers,  faithful 
Bible  study  and  a  variety  of  general  exercises,  to  please, 
interest  and  profit  all  who  come  among  us.  Please  ac- 
cept this  invitation  and  come  Next  Sunday. 

MARION  LAWRANCE. 
"We  are  Fearfiilly  in  Earnest.  superintendent. 


Our  Sunday-school  must  glow  and  grow  and  go, 
And  I  will  help  to  make  it  so. 

THIS  IS  THE  SLOGAN  OF  THE 

South  Congregational  Sunday-School 

Which  is  *'  at  home  "  to  visitors  and  friends  every  Sunday  at  noon. 
Any  one  may  join  v^ho  does  not  leave  another  school  to  do  so, 
and  who  is  w^illing  to  take  a  working  interest  in  the  business. 

It*s  a  busy  and  interesting  place — profitable  too,  because  it  helps 
folks  to  live  right  and  to  have  a  mighty  good  time  doing  it. 

Ask  any  one  who  belongs  to  this  Sunday-school  and  he  will 
tell  you 

"  It's  a  Going  Concern ' ' 

Harry  E.  Peabody,  Pastor 
Marion  Lawrance,  Superintendent. 

Corner  40th  and  Drexel  Boulevard  :         Chicago 


138        How  to  Conduct  a  Sunday  School 

The  last  invitation  presented  above  is  printed  on  a 
private  post-card.  On  the  left  end  of  the  address  side  is 
printed  the  following  : 


"SUNDAY  MEETINGS: 
Preaching  at    10  :  30  a.  m.  and  7  :  45  p.  m.  every 

Sunday. 
Sunday-school  at  noon. 
South  Church  extends  a  warm  welcome  to  any  of 

its  services. 
AND  SO  DO  I." 

This  may  be  signed  by  any  member  of  the  school  and 
sent  through  the  mails,  though  it  is  intended  chiefly  to  be 
handed  to  the  person  you  desire  to  reach. 

Districting  the  Territory.  Some  schools  divide  the 
territory  around  their  church  into  small  districts,  putting 
one  or  two  people  in  charge  of  each.  They  are  sup- 
posed to  become  familiar  with  their  fields  and  regularly 
invite  to  their  Sunday-school  those  who  do  not  go  else- 
vi^here.  When  newcomers  move  in,  those  in  charge  are 
at  once  to  ascertain  the  facts  concerning  the  family  and 
report  them  to  the  school,  after  extending  them  a  per- 
sonal invitation. 

I  am  told  this  method  has  been  in  successful  operation 
for  a  long  time  in  the  Tabernacle  Baptist  Sunday-school 
of  Raleigh,  North  Carolina,  of  which  the  late  N.  B. 
Broughton  was  for  so  many  years  superintendent.  When 
a  newcomer  in  the  town  is  discovered  they  make  a  sys- 
tematic and  persistent  effort  to  secure  him  ;  that  they 
have  large  success  is  shown  by  the  size  of  this  splendid 
school.  If,  for  instance,  the  newcomer  is  a  young  man, 
his  name  is  read  before  the  young  men's  class ;  some  one 


Methods  of  Securing  and  Holding  Members    139 

is  specifically  assigned  to  call  upon  him  on  Monday  ;  an- 
other one  on  Tuesday ;  another  on  Wednesday,  and  so 
on  throughout  the  week.  Still  another  is  assigned  to  call 
for  him  on  Sunday  morning  at  his  boarding  house,  or 
wherever  he  may  live,  and  endeavour  to  bring  him  to 
the  school. 

The  fact  of  a  daily  caller  throughout  the  week  cer- 
tainly gives  the  impression  that  they  are  tremendously  in 
earnest,  and  the  result  is,  one  of  the  largest  schools,  for  a 
city  of  that  size,  anywhere  in  the  country.  It  is  also  one 
of  the  very  best  schools. 

The  Red  and  Blue  Contest.  This  method  of  securing 
new  members  has  come  into  quite  common  use  in  many 
places.  Usually  the  whole  school  is  divided  into  two 
parts,  each  part  under  a  captain.  The  captains  having 
been  chosen,  they  themselves  choose  the  members  of 
the  school.  One  side  is  called  the  •'  Reds  "  and  the  other 
the  "  Blues."  Each  member  of  the  two  divisions  usually 
wears  a  little  bit  of  coloured  ribbon,  one  side  wearing  red 
and  the  other  blue.  Buttons  are  now  made  and  worn  for 
this  purpose.  Each  division  is  properly  organized  and 
starts  out  on  a  canvass  for  new  members.  Reports  of 
progress  are  publicly  made  to  the  school  week  by  week 
by  figures  on  the  blackboard,  by  a  large  imitation  ther- 
mometer, or  any  other  device.  A  time  is  set  for  the  con- 
test to  close,  and  great  efforts  are  made  within  this  time 
limit  to  see  which  division  will  secure  the  most  new 
scholars.  At  the  close  of  the  contest  some  recognition 
is  accorded  the  new  members ;  and  the  defeated  side  is 
obliged  to  tender  a  reception  or  banquet  to  their  con- 
querors. 

I   presume   there   are   cases   where   this   scheme   has 


140       How  to  Conduct  a  Sunday  School 

worked  advantageously  and  without  harm  to  any  one ; 
but  it  is  an  exceedingly  risky  method.  The  scholars  are 
not  always  wise  in  their  efforts  to  secure  new  members. 
They  are  so  anxious  for  their  side  to  "  beat "  that  they 
will  invite  many  who  should  not  be  solicited.  Before 
passing  judgment  upon  the  success  of  any  such  contest, 
it  would  be  well  to  find  out  what  the  other  Sunday- 
schools  in  the  neighbourhood  think  about  it.  Any 
method  which  induces  scholars  to  leave  one  school  and 
join  another  is  wrong.  The  Red  and  Blue  Contest  can 
be  conducted,  however,  without  these  evil  effects,  but  it 
requires  great  care  on  the  part  of  those  in  charge. 

A  Limited  Membership.  This  follows  the  principle 
that  what  is  most  difficult  to  secure  is  most  earnestly 
sought.  It  has  worked  exceedingly  well  in  some  schools. 
The  officers  determine  how  many  members  they  can  con- 
veniently accommodate  in  their  building.  This  may  ap- 
ply to  the  school  as  a  whole  or  to  the  school  by  depart- 
ments. For  instance,  a  given  building  may  be  able  to 
conveniently  accommodate  one  hundred  in  its  primary 
department.  Set  one  hundred  as  the  limit  here,  and  re- 
ceive no  more.  Use  all  proper  means  to  secure  the  one 
hundred,  and  when  they  are  secured  hold  all  other  appli- 
cations upon  a  *•  waiting  list,"  to  be  received  as  vacancies 
occur.  When  a  given  department  or  indeed  the  whole 
school  has  reached  its  limit  it  is  possible  to  make  stricter 
regulations  regarding  attendance.  For  instance,  it  might 
be  announced  by  the  superintendent  that  three  Sundays' 
absence  without  an  excuse  would  cause  one  to  lose  his 
membership  in  the  school.  If  a  scholar  Hked  the  school 
and  knew  that  another  was  waiting  to  take  his  seat,  he 
would  make  unusual  efforts  to  be  present.     This  plan,  of 


Methods  of  Securing  and  Holding  Members    141 

course,  can  only  be  worked  where  there  is  abundance  of 
material  to  work  upon. 

The  Church  in  the  School.  Every  member  of  every 
church  should  be  enrolled  in  the  Sunday-school  of  that 
church.  There  is  no  good  reason  why  it  should  not  be 
so,  and  in  many  churches  we  find  the  entire  church 
membership  enrolled  in  the  Sunday-school.  If,  for  any 
reason,  any  member  of  the  church  cannot  attend,  there 
is  the  home  department,  and  membership  here  identifies 
him  with  the  Sunday-school. 

The  very  first  field  for  a  Sunday-school  to  cultivate  in 
the  securing  of  members  is  its  own  church  roll.  It  would 
be  well  if  a  committee  were  appointed  consisting  of 
representatives  of  the  adult  classes  and  of  the  home  de- 
partment. Let  this  committee  come  together,  each  with 
a  copy  of  the  church  roll  in  his  hand  from  which  has  al- 
ready been  checked  the  names  of  those  who  are  in  the 
Sunday-school.  Then  call  the  roll,  and  ask  some  one  to 
be  responsible  for  each  name.  When  it  is  apparent  that 
a  given  person  should  belong  to  the  home  department, 
let  the  home  department  become  responsible  for  that  per- 
son. Having  assigned  the  names  in  this  way,  the  com- 
mittee should  begin  to  work  through  their  classes  and 
organizations  to  secure  these  members  by  personal  solici- 
tation. They  ought  not  to  be  contented  with  one  invita- 
tion if  that  fails,  nor  with  two,  nor  with  half-a-dozen  ;  they 
should  keep  it  up.  It  may  be  that  if  one  person  fails  to 
get  a  given  member,  his  name  should  be  turned  over  to 
another  person.  If  any  person  is  especially  hard  to 
reach,  there  would  be  no  difficulty  in  putting  his  name 
in  the  hands  of  half-a-dozen  people  in  order  that  they 
may  all  extend  the  invitation.     We  believe  that  thou- 


142        How  to  Conduct  a  Sunday  School 

sands  of  churches  can  secure  every  member  of  their 
church  in  the  Sunday-school  if  they  become  "  fearfully 
in  earnest."     This  is  a  good  place  to  begin. 

A  Good  School.  A  school  that  is  interesting,  helpful, 
stimulating,  uplifting,  vigorous,  will  of  itself  have  a  strong 
drawing  power.  *•  Have  a  good  meal  ready  when  you 
ring  the  bell."  Do  not  indulge  in  any  clap-trap  attrac- 
tions to  build  up  your  membership.  I  heard  of  a  school 
whose  membership  increased  two  hundred  in  one  week, 
simply  because  the  superintendent  announced  that  on  the 
following  Sunday  everybody  who  came  would  get  a  warm 
doughnut.  Scholars  who  come  for  doughnuts  will  go 
when  the  doughnuts  are  gone.  All  such  devices  do  more 
harm  than  good.  In  the  long  run,  the  school  which  does 
honest,  faithful  work  in  the  way  of  Bible  teaching  and 
general  instruction  ;  whose  sessions  are  carried  on  with 
life  and  vigour  and  tremendous  earnestness  ;  whose  con- 
suming desire  is  to  win  souls  for  Christ  and  build  up 
Christian  character,  will  have  little  need  of  special  effort 
to  increase  its  membership. 

Goodness  does  not  depend  on  bigness,  and  many 
schools  have  been  worshipping  at  the  shrine  of  bigness, 
rather  than  at  the  shrine  of  goodness.  Do  not  seek 
members  for  the  sake  of  numbers,  but  for  the  sake  of 
increasing  your  usefulness.  The  principles  underlying 
a  healthy  growth  are  these: — i.  Have  just  as  good  a 
school  as  possible.  2.  Let  the  people  know  that  you 
are  in  the  business. 

Holding  the  Members.  Holding  the  members  is 
really  the  test  of  organization.  The  percentage  of  at- 
tendance to  enrollment  indicates  the  thoroughness  in  this 
direction.     For  example,  it  is  better  to  have  an  average 


Methods  of  Securing  and  Holding  Members    143 

attendance  of  five  hundred  out  of  an  enrollment  of  seven 
hundred,  than  it  is  to  have  an  average  attendance  of  seven 
hundred  out  of  an  enrollment  of  twelve  hundred.  In  the 
first  instance  the  percentage  of  attendance  to  enrollment 
is  seventy-one  while  in  the  other  it  is  but  fifty-eight.  We 
labour  under  many  disadvantages.  It  is  estimated  that 
the  personnel  of  the  average  Sunday-school  changes 
about  twenty  to  twenty-five  per  cent,  annually.  In  the 
public  school  the  scholars  are  regular  because  they  must 
be  ;  but  you  cannot  say  must  in  a  Sunday-school.  The 
power  to  hold  comes  from  another  source.  Membership 
in  a  Sunday-school  should  mean  something.  The  more 
it  can  be  magnified  and  dignified  the  less  difficulty  there 
will  be  in  holding  the  members. 

Follow  up  Absentees.  It  ought  to  be  the  rule  of  every 
Sunday-school  that  no  member,  from  officer  to  scholar, 
could  be  absent  a  single  Sunday  without  that  fact  being 
noticed.  There  should  be  so  much  system  in  this  matter 
that  if  the  teacher  does  not  look  up  the  absentee  some- 
body else  will.  Our  greatest  leakage  is  at  this  point. 
We  lose  more  scholars  because  they  are  not  looked  up 
than  from  all  other  causes  combined.  A  scholar  who  can 
repeatedly  absent  himself  from  the  school  without  having 
any  attention  paid  to  the  fact  is  justified  in  the  conclusion 
that  they  do  not  care  much  for  him. 

The  best  way  to  deal  with  an  absentee  is  by  a  personal 
visit  from  the  teacher.  This  is  better  than  a  visit  from 
the  pastor,  superintendent,  or  church  visitor.  The 
teacher's  visit  affords  him  one  of  the  choicest  opportuni- 
ties he  will  ever  have.  There  is  a  chance  to  speak  the 
personal  word  and  to  manifest  a  personal  interest.  If  it 
is  impossible  for  the  teacher  to  visit,  then  let  him  write  a 


144       How  to  Conduct  a  Sunday  School 

personal  letter  ;  this  is  better  than  a  postal  card.  A  call 
over  the  telephone  is  better  than  a  postal  card  or  any- 
written  or  printed  message.  To  provide  for  the  cases 
where  a  visit  cannot  be  made  the  school  should  have 
some  printed  forms  noticing  the  absence  of  scholars ;  one 
of  these  should  be  sent  to  every  absentee.  The  printed 
cards  will  at  least  give  the  absentees  to  understand  that 
they  were  missed.  Sometimes  a  teacher  can  send  word 
to  an  absent  scholar  by  one  who  is  present.  While  these 
methods  are  good,  none  of  them  can  compare  for  effect- 
iveness with  a  personal  visit. 

More  scholars  are  won  for  Christ  by  personal  invitation 
than  by  class  work.  While  the  responsibility  for  this  mat- 
ter lies  upon  the  teacher,  the  school  should  help  the  teacher 
in  every  possible  way  by  looking  up  absentees  when  the 
teacher  cannot  or  does  not  do  it. 

Care  for  the  Sick.  That  would  be  a  strange  teacher 
who  would  fail  to  use  the  opportunity  afforded  of  coming 
close  to  the  scholar  in  time  of  sickness.  The  personal 
visit,  carrying  some  flowers,  a  picture  card,  booklet,  fruit, 
or  indeed  anything  that  will  interest  or  please  the  scholar, 
will  do  much  to  win  his  heart.  It  is  wicked  for  a  teacher 
to  write  ♦'  left "  after  the  name  of  an  absent  scholar  with- 
out knowing  or  seeking  to  know  the  cause  of  the  absence. 
When  one  is  sick  and  confined  to  the  house,  he  is 
especially  sensitive  to  any  kindness  that  is  shown  him, 
and  when  he  sees  that  the  Sunday-school  takes  such  a 
vital  interest  in  his  welfare  as  to  look  after  him  when  he 
is  sick,  the  chances  are  that  he  will  stand  by  that  Sunday- 
school  when  he  gets  well  and  always  have  a  good  word 
to  say  for  it. 

Birthday  Letters.    This  will  strengthen  the  teacher's 


Methods  of  Securing  and  Holding  Members    145 

hold  upon  the  scholar  and  thus  reduce  the  number  of  ab- 
sences. Anything  that  can  be  done  to  establish  the 
teacher  in  the  confidence  and  affection  of  the  scholar  will 
do  much  towards  securing  regular  attendance.  The 
teacher  should  know  and  recognize  the  birthday  of  every 
scholar  in  the  class.  Here  again  a  personal  visit  counts 
for  most  and  an  autograph  letter  is  next  in  value.  Printed 
forms  are  very  nice  indeed  but  they  are  not  so  good  as 
the  written  letter  or  the  personal  visit.  One  of  the 
printed  forms  used  in  our  own  school  is  reproduced  in  our 
chapter  on  giving. 

Practical  Help.  Sometimes  scholars  are  absent  be- 
cause they  need  suitable  clothing.  Help  judiciously  given 
at  this  point  will  do  a  great  deal  of  good  and  will  increase 
interest  in  the  Sunday-school.  Teachers  of  scholars  old 
enough  to  work  should  know  what  they  are  doing,  where 
they  work  and  what  sort  of  work  they  can  do.  If  any 
are  out  of  a  position  one  of  the  best  ways  to  tie  them  up 
permanently  to  the  Sunday-school  is  to  help  them  get  a 
new  position.  Especially  is  this  true  of  classes  of  work- 
ing young  men  and  women.  Many  classes  are  so  well 
organized  that  they  really  become  employment  bureaus 
for  their  members  who  are  out  of  a  position.  Positions 
secured  in  this  way  are  more  likely  to  be  with  those  who 
would  be  in  sympathy  with  the  Sunday-school  and  its 
activities,  and  thus  the  one  securing  the  position  would 
be  more  likely  to  feel  at  home  from  the  start. 

The  School  a  Home.  I  know  of  no  power  so  effect- 
ive in  holding  our  scholars  as  to  make  the  school  a  real 
delight  to  all  who  attend.  Use  every  effort  to  create  a 
school  spirit,  a  spirit  of  friendHness.  Call  the  school  u 
family.     Refer  to   absentees   as   causing   vacant   chatilps 


146       How  to  Conduct  a  Sunday  School 

about  the  family  hearthstone.  When  any  scholar  is 
in  trouble  refer  to  it  as  trouble  that  has  come  to  the 
family.  This  esprit  de  corps  should  be  cultivated  all  the 
time.  Our  own  church  is  referred  to  continually  as 
«•  Our  Church  Home."  We  try  to  make  it  deserve  the 
name.  We  talk  it  up  and  walk  it  up.  A  large  foliage 
bed  in  front  of  the  building  forms  these  words  :  "  Our 
Church  Home ;  "  this  can  be  read  from  the  passing  street 
cars.  All  of  these  things  tend  to  cultivate  that  spirit  of 
fraternity  which  is  so  essential  if  you  wish  to  hold  your 
members.  They  must  be  made  to  feel  that  they  belong, 
not  only  to  the  school  itself,  but  to  all  who  attend  it. 

We  have  found  a  salute  very  helpful.  We  call  it  the 
"  Pastor's  Salute  "  because  he  suggested  it.  It  is  simply 
the  raising  of  the  hand  above  the  head  and  waving  it. 
Officers,  teachers  and  scholars  recognize  each  other  at  a 
distance  by  this  salute.  It  is  especially  pleasing  to  the 
smaller  children.  Many  times  I  have  been  arrested  in 
my  reverie  while  on  my  way  to  or  from  the  office  or  my 
home  by  the  shrill  call  or  whistle  of  some  children  at  a 
distance ;  upon  looking  up  the  waving  hands  said  to  me, 
"  We  belong,"  and  my  waving  hand  answered,  "  So  do  I." 

Love.  After  all,  the  cement  that  binds  people  to- 
gether is  Love.  Folks  will  go  where  they  are  loved. 
This  is  especially  true  of  children.  If  the  scholars 
understand  that  their  interests  are  taken  seriously  by 
the  officers  and  teachers  of  the  Sunday-school  and  that 
everything  that  is  done  for  them  is  done  through  love, 
they  are  very  likely  to  respond  with  faithful  attendance 
and  cooperation.  It  is  put  down  as  the  test  of  the  Chris- 
tian church.  We  read  in  the  Bible  concerning  God's 
people  that  they  should  love  one  another  and  even  the 


Methods  of  Securing  and  Holding  Members    147 

people  outside  of  the  church  will  say,  "  See  how  these 
Christians  love  each  other."  Nothing  can  withstand 
this  love  because  it  is  the  love  of  Jesus  Christ  in  hu- 
man hearts,  and  where  love  is,  people  will  go  and  will 
wish  to  remain. 


XII 

THE  PUBLIC  RECEPTION  OF  NEW  MEMBERS 

New  Members.  On  the  last  Sunday  of  each  quarter, 
during  the  opening  exercises  of  the  school,  we  give 
public  recognition  to  all  the  new  members  who  have 
entered  during  the  quarter.  There  are  several  benefits 
arising  from  this  custom : — 

1.  It  enables  the  whole  school  to  know  who  the  new 
members  are. 

2.  It  makes  the  school  feel  something  of  a  re- 
sponsibility for  the  proper  treatment  of  these  new 
members. 

3.  It  makes  the  new  members  feel  that  they  are 
welcome. 

4.  It  dignifies  Sunday-school  membership. 

5.  It  strengthens  the  spirit  of  fraternity. 

The  reception  exercises  need  not  take  more  than 
fifteen  minutes,  nor  need  they  interfere  with  any  other 
feature  of  the  session.  It  may  be  wise  to  explain  the 
program  somewhat  more  in  detail,  and  then  present  an 
outline  of  the  service  as  it  is  now  used. 

At  the  opening  of  the  school,  during  the  playing  of 
an  instrumental  number  by  the  orchestra  or  pianist,  a 
sufficient  number  of  front  seats  are  vacated  to  accommo- 
date the  new  members.  The  new  scholars  then  take 
these  seats,  the  younger  ones  in  the  front  and  the  older 
ones  in  the  rear.     The  row  of  seats  or  chairs  just  behind 

14S 


The  Public  Reception  of  New  Members    149 

these  new  members  is  then  occupied  by  those  teachers 
into  whose  classes  new  scholars  have  entered  during  the 
quarter.  When  the  time  comes  to  form  the  "  Love 
Circle,"  to  which  reference  is  made  in  the  exercise  below, 
the  officers  of  the  school  take  their  places  at  the  sides 
and  in  front  of  the  seats  occupied  by  the  new  members, 
and  join  hands  with  one  another  and  with  the  teachers 
seated  behind  the  new  members.  Within  this  •*  Love 
Circle  "  are  the  new  members,  also  the  pastor  and  super- 
intendent. While  these  officers  and  teachers  are  stand- 
ing with  their  hands  clasped  the  pastor  leads  in  the 
*•  prayer  of  consecration  and  thanksgiving  "  and  then 
the  "  Greeting  Hymn  "  is  sung. 

It  would  be  difficult  to  over-estimate  the  benefit  ac- 
cruing to  the  school  from  such  a  service  as  this,  when  it 
is  entered  into  with  heartiness.  It  does  much  to  cultivate 
the  school  spirit  and  it  dignifies  the  school  itself.  Follow- 
ing is  presented  one  such  exercise  in  full,  as  a  suggestion. 


IReception  Service 

The  Beginners  and  Primaries  will  assemble  in  the  Auditorium  while 
the  orchestra  is  playing 

OUR  SUNDAY-SCHOOL  ODE. 

(  Tune — America) 

Dear  Father,  wilt  Thou  bless,  'Tis  here  we  love  to  meet 

And  lead  in  righteousness,  About  our  Saviour's  feet. 

Our  Sunday-school ;  Our  Sunday-school ; 

Grant  that  each  soul  may  be  Now  hear  us  while  we  pray 

Striving  continually  On  this  sweet  Sabbath  day; 

To  praise  and  honour  Thee  Take  all  our  sins  away ; 

God  bless  our  School !  God  bless  our  School ! 


150        How  to  Conduct  a  Sunday  School 

Superintendent. — The  persons  whose  names  appear  on  this  leaflet  hav« 
been  enrolled  as  members  of  our  Sunday-school  during  the  first  three 
months  of  1905,  and  it  is  our  pleasure  to-day  to  extend  to  them  all 
a  most  cordial  and  hearty  welcome. 

Superintendent. — What  is  our  aim  as  a  School  ? 

School. — "  Every  member  present  every  Sunday,  on  time,  with  his  own 
Bible,  a  liberal  offering,  a  studied  lesson,  and  a  mind  to  learn." 

Superintendent. — What  is  our  watchword  ? 

School.—"  What  would  Jesus  do  ?  " 

Superintendent. — What  is  our  motto  ? 

School. — "  Remember  Jesus  Christ." 

Pastor. — Words  of  Greeting. 

Superintendent. — What  is  our  slogan  ? 

School. —         "  Our  Sunday-school  must  glow  and  g'roau  and  go^ 
And  I  will  help  to  make  it  so." 

Superintendent. — (To  the  New  Members.)  You  have  heard  our  words 
of  welcome.  You  have  heard  the  School  repeat  "  Our  Aim,"  «'  Our 
Watchword,"  "  Our  Motto,"  and  "  Our  Slogan."  You  have  heard 
from  our  Pastor  the  Meaning  of  Sunday-school  Membership  and  have 
received  his  greeting.  Will  you  promise  to  try,  as  far  as  you  possibly 
can,  to  join  with  us  in  carrying  out  the  high  ideals  of  our  School  ? 

New  Members  Answer. — I  will. 

School. — We  gladly  receive  you.  In  the  name  of  our  common  Lord  we 
bid  you  welcome.  Our  work  is  worthy  of  our  best  endeavour.  We 
promise  to  help  you.  We  expect  you  to  help  us.  Let  us  labour  to- 
gether to  build  each  other  up  in  every  Christian  grace,  and  to  make 
our  beloved  Sunday-school  a  strength  and  credit  to  the  Church,  and 
a  power  for  God  in  our  City  and  in  the  World. 

Superintendent. — In  the  name  of  Jesus  Christ. 

School. — Amen. 

©ur  %ovc  Circle 

Superintendent.— T\iQ  Love  Circle  will  be  formed  by  all  the  officers,  and 
the  teachers  of  classes  in  which  are  new  members,  joining  hands, 
within  which  will  be  the  new  members.  While  the  circle  is  formed 
we  will  sing  the  Reception  Hymn  on  the  following  page. 


The  Public  Reception  of  New  Members     151 
RECEPTION  HYMN. 

IVritten  for  the  Washington  Street  Congregational  Sunday-School,  Toledo,  Oi 

We  greet  you  in  our  school  to-day. 

With  song  our  gladness  showing ; 
Come,  walk  with  us  the  heav'nward  way. 

True  love  on  all  bestowing. 
With  glowing  hearts  we  greet 

And  pray,  "  God  bless  you  ever ;  " 
As  here  from  day  to  day  we  meet, 

Thrice  welcome  to  you  all ! 

Refrain. — Thrice  welcome  to  you  all  this  day, 

While  each  for  each  we  humbly  pray 
And  once  again  we  gladly  say 
"  Thrice  welcome  to  you  all !  " 

We  greet  you  in  the  Saviour's  name, 

His  Word  within  us  dwelling  ; 
Come,  spread  abroad  His  wondrous  fame. 

The  Spirit's  message  telling. 
With  happy  hearts  we  sing 

And  praise  the  Father  holy ; 
May  ev'ry  day  His  mercy  bring 

A  blessing  on  you  all ! — Refrain. 

We  greet  you  for  the  future  bright, 

Our  lives  for  service  yielding ; 
Come,  ready  for  the  harvest  white. 

The  flashing  sickles  wielding. 
With  willing  hearts  we  go 

Forth  where  He  bids  us  labour ; 
To  toil  each  day  and  good  seed  sow, 

God  save  and  guide  you  all ! — Refrain. 

Note The  last  page  of  the  program  contains  the  names  of  all  the 

new  members  by  departments. 


152       How  to  Conduct  a  Sunday  School 
3Pcllow6bip 

During  the  singing  of  the  Reception  Hymn,  the  Pastor  and  Superin- 
tendent extend  to  the  new  members  a  cordial  handshake — their  pledge 
of  recognition  and  Christian  affection. 

Pastor. — A  prayer  of  Consecration  and  Thanksgiving,  closing  with  the 
Aaronic  Benediction : 

"  The  Lord  bless  thee,  and  keep  thee  : 
The  Lord  make  His  face  to  shine  upon  thee,  and  be 

gracious  unto  thee : 
The  Lord  lift  up  His  countenance  upon  thee,  and 

give  thee  peace." 


XIII 

THE  SUNDAY  SCHOOL  GIVING 

Giving.  Giving  money  for  the  Lord's  work  should  be 
regarded  as  an  act  of  worship,  and  may  be  made  a  means 
of  grace.  Yet  scarcely  any  other  feature  of  Christian 
activity  receives  so  little  thought  and  consideration.  The 
reason  is  that  in  a  large  proportion  of  our  Sunday-schools 
there  is  no  system  about  it  whatever,  and  consequently 
the  results  are  meager  and  unsatisfactory.  The  church  of 
to-day  does  not  know  how  to  give  as  it  should,  and  this  is 
largely  due  to  the  fact  that  the  members  who  compose  the 
churches  were  not  taught  this  grace  in  the  Sunday-school. 

If  the  present  generation  of  Sunday-school  scholars  is 
taught  the  basic  principles  of  giving  for  the  Lord's  work, 
the  churches  of  the  future  will  give  with  great  liberality 
and  yet  with  ease.  Our  missionary  societies  and  other 
benevolent  agencies  will  not  be  continually  pleading  for 
money  to  make  up  deficits,  nor  will  they  be  obliged  to 
send  out  workers  at  starvation  salaries.  These  things  to- 
day are  a  reflection  upon  the  church.  The  fundamental 
principle  of  all  right  giving  is  a  recognition  of  the  fact 
that  we  are  but  stewards  of  the  Lord's  substance,  whether 
that  substance  be  money,  lands  or  merchandise ;  that  it 
all  belongs  to  Him ;  and  that  it  is  possible  for  men  to  rob 
God.  The  great  principles  underlying  this  whole  matter 
need  to  be  taught  rather  than  the  mere  detail  of  the  ap- 
plication of  those  principles.  A  few  suggestions  may  be 
helpful  in  the  discussion  of  this  very  important  subject. 

Systematic  Giving.     Each  member  of  the  school,  no 

153 


154        How  to  Conduct  a  Sunday  School 

matter  how  rich  or  how  poor  he  may  be,  ought  to  settle 
with  himself  beforehand  as  to  how  much  he  will  under- 
take to  give  each  Sunday.  Suppose  the  amount  he  fixes 
upon  is  five  cents ;  having  made  the  definite  pledge  for 
that  sum  each  Sunday,  that  five  cents  should  be  given 
with  as  sacred  punctuality  as  an  honest  man  would  evi- 
dence in  paying  his  debts.  It  ought  to  be  looked  upon 
as  the  same  kind  of  a  transaction.  The  failure  to  pay  the 
sum  on  a  given  Sunday  ought  to  carry  with  it  the  un- 
derstanding that  it  will  be  made  up  on  the  following  Sun- 
day, or  as  soon  thereafter  as  possible.  No  other  thought 
should  ever  enter  the  mind  of  a  member  of  a  Sunday- 
school  than  that  an  absence  on  any  one  Sunday  calls  foi 
a  double  offering  on  the  following  Sunday.  This  carries 
with  it  also  the  thought  of  regularity  in  giving. 

Regular  Giving.  Spasmodic  giving  does  not  produce 
the  largest  results,  and  is  no  better  in  cultivating  the  right 
spirit  in  giving  than  spasmodic  eating  would  be  in  cul- 
tivating good  health.  Regularity  counts  in  giving  as  it 
does  in  feeding  the  body.  It  was  once  my  privilege  to 
ride  in  a  farm  wagon  behind  as  handsome  a  pair  of  horses 
as  I  ever  saw.  They  were  covered  with  heavy  rough 
farm  harness,  but  the  horses  themselves  were  sleek  and 
fat,  and  in  as  good  spirits  as  they  could  be.  I  said  to  the 
owner  as  we  rode  along,  '*  You  must  give  these  horses  a 
good  deal  to  eat  to  keep  them  looking  so  well."  His 
reply  was,  "  Not  at  all,  these  horses  eat  very  litttle ;  but  I 
feed  them  regularly,  and  that  is  the  secret  of  their  good 
condition."  Systematic  and  regular  giving  for  the  Lord's 
work  and  in  His  name  operates  in  just  this  way  upon  the 
life  and  character  of  the  giver. 

On  no  account  would  we  keep  a  record  of  the  amount 


The  Sunday  School  Giving  155 

given  by  any  scholar.  Let  the  class  book  or  other  record 
show  simply  the  fact  of  his  giving.  Let  him  keep  the  matter 
of  the  amount  to  himself;  it  is  the  concern  of  no  one  else. 
It  is  a  matter  between  himself  and  God,  to  whom  he  gives. 

Intelligent  Giving.  One  who  gives  simply  and  only 
because  another  asks  usually  gives  without  blessing  to 
himself  and  often  without  profit  to  others.  It  is  the 
business  and,  indeed,  the  duty  of  any  one  who  gives  to 
the  Lord's  work  to  know  what  he  is  giving  for,  and  how 
the  money  is  to  be  used.  The  story  is  told  of  a  boy  who 
gave  five  cents  towards  the  great  fund  which  Bishop 
McCabe  was  raising  at  one  time.  As  the  bishop  was  to 
speak  in  their  city  on  a  given  day,  the  boy  said  to  his 
mother,  "  I  must  go  and  hear  Bishop  McCabe.  I  gave 
him  five  cents  and  I  want  to  know  what  he  did  with  it." 
That  was  the  boy's  right ;  and  that  spirit  must  be  back 
of  all  intelligent  giving. 

I  was  very  much  chagrined  many  years  ago  upon  step- 
ping into  the  primary  department  of  a  Sunday-school  to 
hear  the  following :  The  teacher  asked,  "  Children,  what 
is  next  Sunday?"  As  the  next  Sunday  was  the  first 
Sunday  of  the  month  a  number  responded,  in  concert, 
♦'  Missionary  Sunday."  Then  another  question,  "  What 
are  you  to  bring  next  Sunday  ? "  And  the  response 
came  back,  "  Some  extra  money."  **  What  for  ?  "  said 
the  teacher.  To  my  amazement  a  number  of  scholars 
responded,  "  To  pay  for  the  picture  cards."  It  was  the 
custom  on  Missionary  Sunday  to  give  a  picture  card  to 
each  scholar  and,  while  this  teacher  had  not  intended  it 
so,  the  scholars  had  been  given  the  idea  that  the  extra 
offering  was  to  pay  for  these  cards,  when  in  fact  the  extra 
money  was  all  given  for  missionary  purposes. 


156       How  to  Conduct  a  Sunday  School 

Two  primary  scholars  are  said  to  have  been  talking 
about  their  teacher.  One  said,  "  Do  you  know  that  our 
Sunday-school  teacher  chews  gum  ? "  The  other  said, 
"  Well,  she  can  afford  to  when  we  give  her  all  our  pen- 
nies." It  is  impossible  to  give  intelligently  except  there 
be  clear  knowledge  of  the  purpose  to  which  the  money 
is  to  be  applied.  A  well  explained  benevolence  before 
any  audience  will  largely  increase  the  giving  for  that 
specific  purpose.  Frequent  reports  should  also  be  made 
to  the  school  showing  how  their  money  has  helped  others. 
In  short,  it  ought  to  be  stated  very  fully  and  very  fre- 
quently how  much  money  is  needed,  where  it  is  to  go, 
and  what  it  will  accomplish.  Without  this  information 
furnished  by  the  superintendent,  and  this  interest  on 
the  part  of  the  members,  there  can  be  no  intelligent 
giving. 

General  Giving.  That  is  to  say,  everybody  ought  to 
give.  Too  much  stress  cannot  be  laid  in  the  right  way 
upon  the  fact  that  no  Sunday-school  session  is  complete 
to  any  member  unless  he  has  made  a  contribution  on 
that  day.  We  are  not  to  determine  the  amount  given  by 
the  individual ;  but  we  ought  to  insist  that  every  member 
gives  some  amount  every  Sunday.  It  is  remarkable  how 
much  can  be  done  in  this  direction  when  a  little  attention 
is  paid  to  it.  In  our  school  we  report  every  Sunday  not 
only  the  number  of  givers  but  the  number  of  emitters, 
and  yet  we  do  not  know  how  much  any  particular  mem- 
ber gives.  Perhaps  it  will  not  be  out  of  place  to  call 
attention  to  the  accompanying  reproduction  of  an  ordinary 
report,  just  as  it  is  given  every  Sunday  in  our  school. 
The  one  given  herewith  is  correct  in  every  detail  as  to 
amount,  etc.,  for  the  Sunday  mentioned. 


The  Sunday  School  Giving 


157 


WEEKLY   REPORT 


Sunday  School  Treasurer 

Washington   Street  Congregational  Church 


Toledo,  Ohio,  January  29,  1905. 


Balance  from  last  report  $23.16 


Department 

Givers 

Omitters 

Amount 

Officers  amd  Assfs 

^ 

%3.29 

Senior 

S4 

2.82 

Normal 

IS 

.55 

Toung  Men 

62 

4 

4.17 

Toung  Women 

m 

1 

7.24 

Intermediate 

m 

2.88 

Junior 

146 

s 

3.48 

Primary 

153 

1 

3.36 

Beginners 

S4 

.83 

Totals  to-day, 

74^ 

9 

Received  from  other 

sources, 

Paid  out  since  laM  report, 
Balance  on  hand. 


3.00 

$54.78 

18.30 

$36.48 


F.  G.  Crandell, 

Treasurer. 


158       How  to  Conduct  a  Sunday  School 

It  will  be  noticed  that  there  were  seven  hundred  and 
forty-two  givers  and  nine  omitters.  The  report  also 
shows  to  what  department  those  omitters  belonged ;  but 
we  do  not  know  who  they  are  when  the  report  is  read 
by  the  treasurer.  However,  everybody  knows  that  there 
are  omitters  and  every  omitter  knows  that  he  is  referred 
to.  It  is  a  very  rare  thing  in  our  school  to  have  more 
than  twelve  omitters  on  any  Sunday,  and  the  number 
often  falls  considerably  below  that.  Sometimes  there  is 
not  a  single  omitter  in  the  school, — that  is  to  say,  every 
member  present  makes  a  contribution. 

Generous  Giving.  Liberality  in  giving  is  wholly  a 
relative  term.  For  one  scholar  to  give  five  cents  would 
be  liberality  on  his  part ;  for  his  next  neighbour  in  the 
same  class  to  give  the  same  amount  might  be  quite  the 
reverse.  The  "  penny  "  has  been  greatly  overworked  in 
the  Sunday-school.  We  can  all  say  truthfully  with  Paul, 
"  Alexander  the  co/fpersmith  did  me  much  evil."  Never 
was  a  truer  thing  said  than  that  by  Eugene  Wood  in  a 
capital  article  in  McClure's  Magazine^  "  Train  up  a  child 
to  give  a  penny  and  when  he  is  old  he  will  not  depart 
from  it."  It  is  a  serious  belittlement  of  the  Sunday- 
school  idea  to  talk  about  pennies  to  boys  and  girls  and 
young  people  who  have  nickels  and  dimes  and  dollars, 
too,  to  spend  for  chewing-gum  and  candy,  and  anything 
else  they  wish  to  buy. 

We  need  a  higher  rating  for  the  Sunday-school.  We 
shall  get  it  when  we  insist  on  each  individual,  no  matter 
of  what  age,  giving  as  generously  as  he  can.  We  must 
remember,  however,  that  there  are  those  who  are  giving 
liberally  when  they  give  a  penny,  and  there  may  be  cases 
when  the  giving  of  anything  on  a  particular  Sunday 


The  Sunday  School  Giving  159 

would  be  a  hardship ;  such  cases  are  rare  however.  The 
frequent  reporting  by  the  treasurer  of  the  amount  given 
by  each  department  and  by  the  whole  school,  enumerat- 
ing the  number  of  givers  and  omitters  in  each  depart- 
ment, has  raised  the  offering  very  materially.  With  us  it 
has  added  fully  fifty  per  cent.,  and  the  development  still 
continues. 

Money  Properly  Used.  It  is  quite  the  fad  nowadays 
among  Sunday-school  workers  to  claim  that  the  church, 
out  of  its  treasury,  should  pay  all  the  expenses  of  the 
Sunday-school,  and  that  all  the  money  raised  in  the 
Sunday-school  should  be  used  exclusively  for  missionary 
purposes.  We  are  sorry  to  part  company  with  the  goodly 
host  which  so  strenuously  holds  to  these  views ;  never- 
theless we  must  do  so.  The  Sunday-school  is  admittedly 
under  the  care  and  supervision  of  the  church.  The 
church  is  without  doubt  entirely  responsible  for  all  of  the 
expenses  of  the  school,  and  must  see  that  the  school  is 
amply  supported  in  every  way.  Granting  this,  however, 
the  scholars  need  to  be  taught  something  in  addition  to 
the  duties  of  giving  to  beneficences.  They  have  a  duty 
to  the  church  itself  and  Hkewise  to  the  school.  A  certain 
proportion  of  the  offering  in  the  school  every  Sunday 
should  go  directly  to  the  church  treasury  so  that  every 
scholar  in  the  school  may  know  that  a  portion  of  his  gift, 
however  large  or  small,  helps  to  support  his  pastor. 
This  is  but  right,  for  the  pastor  of  the  church  is  pastor 
of  the  school. 

Then  a  certain  portion  of  the  Sunday-school  offerings 
should  be  used  for  the  support  of  the  school  itself.  A 
large  proportion  of  the  money  raised  in  the  school  should 
be  dedicated  to  missionary  and  benevolent  objects,  not 


i6o       How  to  Conduct  a  Sunday  School 

forgetting  the  denominational  boards.  If  these  three 
channels  of  expenditure,  benevolence,  church  support, 
and  school  support,  are  kept  in  right  proportions  and 
relations  to  each  other  (and  they  will  vary  in  different 
localities),  we  believe  the  general  educational  effect  will 
be  much  better  upon  the  scholars  than  if  all  their  money 
went  into  missionary  enterprises. 

Dignified  Giving.  By  this  we  mean  that  the  giving 
should  have  a  prominent  and  significant  place  in  the 
regular  exercises  of  the  Sunday-school.  The  mere  act 
of  gathering  the  money  from  the  scholars  can  be  done 
better  by  the  teachers  than  in  any  other  way,  and  this 
probably  at  the  very  beginning  of  the  recitation  period, 
but  it  should  not  be  passed  over  in  silence.  In  the  general 
exercises  of  the  school  the  money  from  all  the  classes  is  put 
in  a  plate  or  basket  and,  at  a  convenient  time,  held  up 
by  the  superintendent,  and  the  attention  of  the  school 
called  to  it.  He  may  quote  some  verses  of  Scripture,  or 
simply  refer  to  the  fact  that  the  money  given  belongs  to 
the  Lord  and  that  the  Lord's  blessing  is  to  be  asked 
upon  it.  Then  follows  a  short  earnest  prayer  that  God 
will  bless  the  gift  that  has  been  made  in  His  name, 
that  those  who  gave  it  may  get  a  blessing  in  their 
giving,  and  that  the  emitters  of  to-day  may  be  givers 
next  Sunday. 

In  some  schools  the  offering  is  taken  in  the  same 
manner  as  in  the  church  service,  by  passing  the  plate. 
Sometimes  this  is  done  while  a  song  is  being  sung. 
Surely  this  is  wholly  out  of  place,  for  is  it  not  better  to 
worship  God  in  one  way  at  a  time,  so  that  the  whole 
heart  may  go  with  the  service  ?  Always  dignify  the 
giving  by  calling  it  an  offering,  never  a  "  collection-"     Iv 


The  Sunday  School  Giving  i6l 

is  an  offering  unto  the  Lord,  to  be  used  in  His  work. 
Let  it  be  so  called.  Every  offering  should  be  accom- 
panied with  a  prayer  for  God's  blessing  upon  it.  Culti- 
vate the  joyful  spirit  in  giving.  The  teaching  of  Christ 
that  "  It  is  more  blessed  to  give  than  to  receive,"  should 
have  due  prominence. 

If  the  suggestions  of  this  chapter  are  carried  out  in 
any  Sunday-school,  there  will  be  little  difficulty  in 
materially  increasing  the  amount  given  and  the  number 
of  givers,  while  giving  will  be  recognized,  as  it  should  be, 
as  a  vital  feature  of  the  service,  pleasing  to  God  and  very 
profitable  to  those  who  engage  in  it. 


XIV 
CLASS  ORGANIZATION 

The  church  is  learning  many  valuable  lessons  from  the 
business  world.  One  of  these  lessons  relates  to  the  value 
of  organization.  We  live  in  a  day  of  organization.  Some 
of  the  great  business  enterprises  with  which  we  are  fa- 
miliar, such  as  the  railroad,  telephone  and  telegraph  com- 
panies, the  post-office,  and  all  the  successful  mercantile 
enterprises,  present  marvellous  examples  of  the  power  of 
organization.  The  church  has  lost  much  in  the  years 
that  are  past  because  of  her  failure  to  recognize  this 
power.  There  is  a  great  awakening  in  this  matter,  how- 
ever, in  the  churches  of  the  land,  and  there  is  danger  at 
present  of  over-organization,  or  rather,  too  hasty  organi- 
zation. Organization,  when  properly  effected  and  carried 
out,  means  system,  economy,  and  power.  The  more  than 
Fifty  Thousand  Organized  Bible  Classes  in  the  Sunday- 
schools  of  North  America  are  an  evidence  of  this  because 
of  their  greatly  increased  efficiency. 

Benefits.  Proper  class  organization  places  responsi- 
bility upon  the  class  itself,  and  the  teacher  simply 
becomes  one  of  the  officers,  the  most  important,  maybe, 
with  a  specific  duty  to  perform.  In  this  way,  many  of 
the  dangers  that  centre  around  the  strong  personality 
of  a  teacher  are  anticipated  and  met,  for  it  is  well  known 
that  where  classes  are  built  around  a  single  personality, 
without  organization,  they  almost  invariably  go  to  pieces, 

162 


Class  Organization  163 

or  at  least  greatly  suffer,  when  that  personality  is  with- 
drawn. Organization,  therefore,  secures  permanency, 
efficiency,  and  strength.  It  places  everybody  at  work, 
giving  to  each  member  the  specific  responsibihty  for 
which  he  is  best  adapted.  As  a  result,  workers  are  de- 
veloped, good  fellowship  is  cultivated,  the  numbers  are 
increased,  and  efficiency  is  secured. 

How  to  Organize.  Do  not  be  in  a  hurry.  It  is  un- 
wise to  organize  any  class  before  the  class  itself  under- 
stands what  organization  means  and  has  been  led  to 
express  a  desire  for  it.  This  will  usually  come  about 
through  the  explanations  and  enthusiasm  of  some  leader 
— it  may  be  the  teacher  or  some  member  of  the  class. 
The  proper  literature  should  be  procured  from  your  de- 
nominational house  or  your  local  Sunday  School  As- 
sociation, and  carefully  studied.  The  Hterature  should 
be  placed  in  the  hands  of  a  committee,  which  would  be 
instructed  to  give  the  matter  careful  consideration  and 
bring  in  recommendations.  Probably  more  organized 
classes  fail  because  they  organize  too  hastily  than  from 
any  other  reason.  No  organization  will  run  itself,  and 
the  class  should  thoroughly  understand,  before  anything 
is  done,  that  the  organization  requires  the  cooperation 
of  the  members.  Without  this  cooperation  failure  is 
certain.  Before  presenting  the  general  plans  to  the 
whole  class,  it  is  well  to  select  two  or  three  of  the 
more  prominent  members  and  explain  the  whole  matter 
to  them,  securing  their  pledge  of  cooperation  in  advance. 
The  pastor  and  the  superintendent  should  also  be  con- 
sulted. 

Purpose.  It  should  be  clearly  understood  from  the 
first  that  the  class  is  being  organized  in  order  to  become 


164       How  to  Conduct  a  Sunday  School 

more  efficient.  Do  not  organize  simply  to  have  parties 
and  social  gatherings.  Lay  out  an  adequate  program 
of  work,  and  undertake  something  that  is  worthy  of  the 
time  and  effort  of  the  members  of  the  class.  The  class 
will  rally  much  more  quickly  to  a  large,  comprehensive 
plan  than  to  a  small  one,  even  though  it  be  a  difficult 
one  to  carry  out.  No  organized  class  will  ever  live  long 
that  does  not  undertake  things  worth  while. 

Study  the  Bible.  A  far-reaching  investigation,  made 
some  time  ago,  revealed  the  startling  fact  that  a  large 
proportion  of  the  organized  classes  that  turn  away  from 
Bible  study  to  the  consideration  of  purely  social  or 
economic  topics,  soon  dwindle  and  die.  On  the  other 
hand,  it  is  a  rare  thing  for  an  organized  class  that  gives 
itself  diligently  to  Bible  study  and  undertakes  an  ade- 
quate program  to  suffer  that  fate.  It  is  quite  proper  to 
study  these  outside  topics,  but  they  should  not  be  allowed 
to  take  the  whole  Sunday-school  hour,  or  displace  Bible 
study.  There  are  other  times  at  which  they  can  be  con- 
sidered, and  such  consideration  will  be  of  real  benefit. 

Relation  to  the  School.  The  organized  class  should 
be  loyal  to  the  Sunday-school  and  to  the  church.  It 
should  be  a  part  of  the  Sunday-school  and  so  recognized. 
It  should,  if  possible,  meet  at  the  Sunday-school  hour,  and 
be  present  with  that  department  of  the  school  to  which 
it  belongs,  during  either  the  opening  or  closing  service, 
preferably  not  both.  If  an  adult  class,  it  should  be  with 
the  adult  division,  if  an  intermediate  class,  with  the  inter- 
mediate department,  and  so  on,  where  there  are  separate 
rooms.  It  is  a  serious  mistake  for  an  organized  Bible 
class  to  undertake  to  run  independently  of  the  Sunday- 
school.     It  leads  to  misunderstandings,  divisions,  and  in- 


Class  Organization  165 

efficiency.  A  certain  amount  of  class  enthusiasm  and 
loyalty  is  necessary,  but  these  are  not  inconsistent  with 
school  loyalty  and,  where  both  go  together,  the  results 
are  more  likely  to  be  satisfactory.  This  loyalty  should 
apply  to  money  matters  also  and  a  certain  proportion,  at 
least,  of  the  money  raised  in  an  organized  class  should 
be  passed  over  to  the  school  treasurer.  Arrangements 
may  be  made  whereby  they  could  retain  a  portion  of  it 
to  carry  on  their  distinctive  class  work. 

The  Standard  of  Organization.  The  International 
Sunday  School  Association  recognizes  standards  in  both 
the  secondary  and  adult  divisions.  In  the  adult  division, 
the  officers  required  are,  a  president,  a  vice-president,  a 
secretary,  a  treasurer,  and  a  teacher,  with  three  standing 
committees,  as  follows :  membership,  social,  devotional 
and  missionary.  In  the  secondary  division,  the  same 
officers  are  required,  but  there  is  a  little  more  leeway  as 
to  the  matter  of  committees.  The  three  committees 
named  above,  however,  in  an  adult  class  are  essential. 
As  the  class  grows  and  the  work  expands,  other  com- 
mittees may  be  organized.  There  is  a  wide  range  of 
possibiHties  here.  No  committee,  however,  should  be 
organized  until  there  is  a  specific  work  to  be  done  that 
cannot  be  done  so  well  by  the  existing  committees. 
Never  organize  a  committee  for  the  simple  purpose  of 
organizing  a  committee  or  having  a  place  to  put  some 
names  in  a  printed  Hst.  The  International  leaflets,  fur- 
nished by  the  State  and  Provincial  Sunday  School  Asso- 
ciations, contain  suggested  constitution  for  both  secondary 
and  adult  classes,  and  otherwise  quite  fully  outline  their 
work,  including  through-the-week  activities. 

Names,  etc.    A  good  name  for  an  organized  Bible 


i66       How  to  Conduct  a  Sunday  School 

Class  is  exceedingly  desirable.  Local  conditions  have 
much  to  do  with  the  choosing  of  the  names.  A  name 
that  is  specially  significant,  as  the  name  of  a  great  leader 
in  the  denomination  or  church,  or  a  name  that  carries 
with  it  some  idea  of  the  purpose  of  the  class,  is  usually 
best.  It  is  not  always  best  to  name  classes  after  persons 
who  are  still  living.  Many  classes  have  mottoes  also, 
and  this  is  a  good  plan ;  they  serve  as  a  sort  of  slogan. 
Pennants  and  flowers  are  likewise  frequently  chosen. 
All  of  these  things  have  their  influence  in  building  up 
class  spirit  and  helping  to  hold  the  class  together.  Of 
course  it  is  well  for  the  class  to  wear  the  International 
emblem,  the  green  in  the  elementary  division,  the  blue  in 
the  secondary  division  and  the  red  in  the  adult.  All 
organized  classes  should  be  reported  to  the  proper  de- 
nominational authorities,  and  a  certificate  secured.  The 
International  Association  furnishes  a  certificate  also,  either 
by  itself  or  jointly  with  such  of  the  denominations  as  de- 
sire it.  Information  on  this  point  can  be  had  of  the  denom- 
inational leaders  or  your  local  Sunday-school  secretary. 

Community  \Vork.  Every  class  should  undertake 
such  tasks  as  will  give  to  every  member  an  opportunity 
for  service.  Not  all  would  be  interested  in  the  same 
thing.  There  may  be  a  variety  of  activities,  but  a  class 
that  is  thoroughly  organized  and,  through  its  committees, 
has  assigned  each  particular  member  to  a  specific  task,  is 
likely  to  reap  the  largest  benefit.  A  perusal  of  the  chap- 
ter in  this  book  entitled  •*  Through-the-Week  Activities  " 
will  reveal  very  many  channels  through  which  organized 
classes  may  operate ;  it  is  not  necessary  to  repeat  them 
here.  Every  organized  class  ought  to  be  a  real  strength 
to  the  church  and  pastor  and  to  the  Sunday-school  and 


Class  Organization  167 

its  superintendent,  and  a  blessing  to  the  community. 
Organized  classes  do  not  die  for  something  to  hear,  but 
for  something  to  do  that  is  worthy  of  their  capabilities. 
The  organized  class  is  a  bridge  leading  over  the  chasm 
from  the  old  type  of  Sunday-school  to  the  new.  The 
organized  Bible  Classes  give  backbone,  strength,  power, 
and  standing  to  any  Sunday-school  where  they  are  prop- 
erly maintained.  The  leaflets  referred  to  above  will  de- 
fine the  duties  of  all  officers  and  committees,  and  give 
much-needed  information  as  to  all  details.  Many  good 
books,  likewise,  are  mentioned  in  the  Appendix  at  the 
end  of  this  book. 


XV 

SPECIAL  OCCASIONS 

There  is  distinct  gain  to  any  Sunday-school  in  the 
celebration  of  the  various  festivals  of  the  church  and  in 
the  observance  of  other  special  occasions.  These  afford 
opportunities  for  the  whole  school,  together  with  the 
members  of  the  church  and  the  parents  and  friends,  to 
come  together.  We  fear  sometimes,  however,  that  there 
is  a  tendency  to  have  too  many  of  these  special  occa- 
sions. Though  a  number  of  them  are  named  in  this 
chapter,  it  would  not  be  wise  for  any  school  to  observe 
all  of  them  in  any  one  year.  The  special  days  suggested 
below  are  given  in  the  order  they  come  in  the  calendar 
year. 

New  Year's  Reception.  New  Year's  Day  is  a  holiday, 
and  as  such  is  often  abused.  Some  years  ago  we  con- 
ceived the  idea  of  endeavouring  to  utilize  the  day  to  the 
advantage  of  our  work,  and  it  has  come  to  be  one  of  the 
most  profitable  of  our  annual  exercises.  The  advantages 
which  arise  from  it  are  distinctively  those  of  sociability, 
fellowship  and  publicity.  Our  method  of  observing  it  is 
as  follows :  — 

The  whole  church  is  opened,  decorated  and  warmed. 
The  chairs  are  taken  from  the  centre  of  the  lecture  room 
so  that  there  is  plenty  of  open  space  for  moving  about. 
The  exercises  begin  at  two  o'clock  in  the  afternoon,  de- 
voting one  hour  to  each  of  the  younger  departments. 
From  two  to  three  the  cradle  roll  members,  the  begin- 

i68 


Special  Occasions  169 

ners  and  the  primaries  have  their  exercises.  The  officers 
of  these  various  departments  are  in  charge  and  arrange 
whatever  program  they  wish.  No  romping  is  allowed  in  the 
church,  though  otherwise  they  have  the  utmost  freedom. 
We  sometimes  have  a  parade  up  and  down  the  aisles  of  the 
church  with  the  Httle  ones  of  the  cradle  roll  leading  off  in 
their  carriages,  or  carried  by  the  mothers  in  their  arms. 
There  is  sometimes  singing  and  speaking,  and  always  re- 
freshments. Usually  a  large  music  box  plays  continually. 
When  all  have  arrived,  the  officers  of  the  departments  stand 
in  line  and  receive  the  congratulations  of  the  teachers  and 
scholars,  who  pass  by  them,  stopping  and  shaking  hands, 
and  wishing  them  a  Happy  New  Year.  It  affords  a  fine 
opportunity  for  the  pastor  and  superintendent  and  workers 
generally  to  meet  these  children  at  short  range  and  get 
acquainted  with  them.  When  the  hour  is  up  each 
scholar  present  is  given  a  "  Scattergood  "  calendar,  and 
with  many  a  "  Happy  New  Year  "  the  delighted  children 
start  off  to  their  homes.  Many  of  the  parents  come  with 
the  children  and  thus  a  choice  opportunity  is  afforded  to 
get  acquainted  with  them  also. 

From  three  to  four  the  junior  department,  in  charge 
of  their  officers,  has  entire  control  of  the  program.  The 
music  is  frequently  furnished  by  the  juniors  themselves, 
who  sing,  play  the  piano,  the  mandolin  and  other  instru- 
ments. The  children  have  perfect  liberty  to  do  as  they 
please,  provided  their  plans  are  approved  by  their  offi- 
cers. When  their  time  is  up  they  are  presented  with 
Scattergood  calendars.  Indeed  everybody  present  that 
day  receives  one  of  these  calendars. 

From  four  to  five  the  intermediates  have  their  recep- 
tion.    The  same  general  rules  hold  here  as  in  the  other 


lyo       How  to  Conduct  a  Sunday  School 

departments  ;  the  scholars  being  older,  however,  ranging 
from  thirteen  to  sixteen,  the  character  of  the  entertain- 
ment is  different.  All  are  served  with  light  refreshments. 
At  five  o'clock  the  church  is  closed. 

At  seven  o'clock  the  church  is  again  opened  and  all 
the  older  departments  of  the  school,  including  the  home 
department,  and  the  members  of  the  church  and  congre- 
gation, together  with  the  friends  and  others,  gather  for 
an  evening  of  pleasure  and  profit.  There  is  perhaps  a 
little  more  of  a  set  program  for  this  meeting,  though  its 
thoroughly  informal  character  is  maintained.  Light  re- 
freshments are  served  just  as  in  the  afternoon.  There  is 
more  music,  some  recitations,  and  occasionally  some 
special  features.  This  meeting  affords  the  pastor  and 
superintendent  a  fine  opportunity  to  speak  a  few  words 
to  those  gathered.  The  house  being  well  filled  it  is  an 
opportunity  not  to  be  despised.  In  all  that  is  done  that 
day  no  formality  or  stiffness  is  allowed.  It  may  well  be 
imagined  that  a  day  thus  spent  with  the  pastor,  superin- 
tendent and  other  officers  present  all  the  afternoon  and 
evening,  affords  an  opportunity  for  much  good  and  at  the 
same  time  centres  about  the  house  of  God  the  beautiful 
thoughts  of  the  opening  year„  We  would  not  give  up 
our  New  Year's  reception. 

Easter.  Easter  is  in  many  respects  the  most  joyous 
festival  of  the  year.  It  comes  just  as  the  severity  of 
winter  is  giving  way  to  the  smiles  of  approaching  spring. 
The  flowers  are  beginning  to  appear.  Many  of  the  little 
children  who  have  been  housed  in  during  the  severe 
winter  months  will  gladly  engage  in  the  Easter  festivities. 
The  thought  it  celebrates  is  one  of  the  most  inspiring  of 
aH  ^at  come  to  the  Christian  heart.     The  best  Easter 


Special  Occasions  171 

celebration  is  the  one  which  celebrates  Easter.  Any  sort 
of  exercise  which  fails  to  magnify  and  emphasize  the 
resurrection  of  Jesus  Christ  is  a  travesty  upon  the  day 
and  a  detriment  to  the  school.  Let  the  room  be  beauti- 
fully decorated.  This  is  easier  perhaps  at  this  time  of 
the  year  than  at  any  other.  In  the  country  especially 
the  fresh  boughs  of  green  leaves  and  the  early  flowers 
are  available.  A  cross  covered  with  flowers  is  appro- 
priate. The  ordinary  crepe  paper  which  comes  in  rolls 
may  be  cut  in  strips  two  inches  wide  and  the  ends  pasted 
together.  These  hung  in  fanciful  designs  about  the  room 
are  very  pretty  indeed.  Some  of  the  supply  houses 
also  prepare  handsome  set  designs  which  are  attractive 
and  inexpensive.  The  bright  clothing  of  the  children 
will  in  itself  be  a  beautiful  decoration,  surpassed  only  by 
their  faces. 

We  recommend  the  Easter  concert.  In  some  schools 
the  best  time  to  have  this  concert  is  at  the  regular  school 
hour.  We  prefer,  however,  to  have  an  evening  when  the 
church  gives  the  Sunday-school  the  right  of  way  and  the 
parents  and  friends  can  more  conveniently  attend  and 
enjoy  the  services  with  the  children.  The  success  of 
such  an  exercise  depends  largely  upon  the  time  and 
pains  taken  in  its*  preparation.  It  is  better  to  have 
simple  music  well  sung  than  to  attempt  new  music  with- 
out sufficient  practice.  There  are  many  beautiful  exer- 
cises prepared  every  year  and  at  prices  within  the  reach 
of  all. 

Some  schools  greatly  enjoy  what  is  known  as  "  A  Seed 
Sowing  Service."  There  are  various  ways  of  conducting 
it.  We  did  as  follows  : — About  two  hundred  flower-pots 
filled  with  rich  earth  were  placed  on  tables  in  the  front 


172       How  to  Conduct  a  Sunday  School 

of  the  room.  At  a  given  time  in  the  exercises  some  of 
the  teachers  sowed  pansy  seeds  in  these  pots.  The 
pots  were  then  given  to  such  scholars  of  the  school  as 
desired  to  take  them  that  they  might  try  their  skill  in 
raising  pansies.  Their  work  was  recognized  by  the 
presentation,  later  in  the  season,  of  beautiful  pictures  to 
those  who  produced  choice,  blooming  pansies.  The  ex- 
ercises of  the  seed  sowing  day  were  all  centred  around 
that  thought.  Such  songs  as  "  Sowing  in  the  Morning," 
"  Scatter  the  Seed,"  "  What  Shall  the  Harvest  Be,"  were 
used.  This  exercise  is  not  very  expensive,  as  the  flower- 
pots and  seeds  are  quite  cheap. 

For  a  number  of  years  our  school  has  used  successfully 
at  Easter  time  what  is  known  as  "  The  Changed  Cross." 
This  is  a  large  cross  made  of  heavy  wire  screening  with 
the  meshes  about  half  an  inch  square.  The  cross  is  about 
six  feet  high,  with  the  front  and  sides  each  about  ten 
inches  wide.  The  back  is  open.  It  is  placed  upon  a 
wire  frame  so  that  it  will  stand  alone.  All  the  members 
of  the  school  are  asked  to  bring  carnations.  The  school 
itself  can  supply  a  quantity  so  that  there  may  surely  be 
enough.  What  are  known  as  "  seconds  "  are  sufficiently 
good  for  this  purpose  and  quite  inexpensive.  After  ap- 
propriate Easter  services,  during  the  playing  of  a  selec- 
tion by  the  orchestra  or  piano,  all  the  members  of  the 
school,  old  and  young,  march  past  the  platform  bringing 
their  carnations.  These  are  taken  by  some  young  ladies 
or  young  men,  or  both,  and  the  stems  are  put  through 
the  meshes  of  the  cross,  some  one  standing  behind  pull- 
ing the  stems  until  the  flowers  are  against  the  cross,  thus 
covering  the  wire  entirely.  When  the  cross  is  complete, 
none  of  the  wire  is  seen  at  all :  it  is  made  up  wholly  of 


Special  Occasions  173 

carnations.  Above  the  cross,  on  a  slanting  frame,  is 
placed  an  open  Bible,  thus  completing  the  figure.  In 
the  centre  of  the  cross,  amongst  the  carnations,  is  placed 
a  large  Easter  lily.  This  is  easily  held  in  place  by  a 
rubber  band  attached  to  the  wire  frame.  Beautiful 
effects  can  be  produced  in  various  ways.  At  one  time 
the  cross  may  be  of  white,  at  another  time  of  red,  then 
again  pink,  or  these  colours  may  be  combined  in  many 
ways.  After  the  services  are  over,  the  flowers  can  be 
taken  from  the  cross,  made  into  bunches,  and  sent  to  the 
sick  and  to  the  hospitals.  The  lesson  of  "  The  Changed 
Cross  "  is  one  of  the  best  Easter  lessons  I  know. 

Easter  is  a  good  time  to  make  an  offering  for  some 
phase  of  missionary  or  philanthropic  work. 

Mother's  Day.  The  second  Sunday  of  May  is  recog- 
nized as  "  Mother's  Day."  It  is  celebrated  not  only  by 
the  Sunday-school  but  by  all  sorts  of  societies  and  organi- 
zations. Governors  of  many  of  the  United  States  issue 
'*  Mother's  Day  "  proclamations.  The  custom  of  cele- 
brating "  Mother's  Day  "  is  very  beautiful  and  is  becom- 
ing very  popular.  There  are  quite  a  good  many 
"  Mother's  Day "  exercises  now  prepared,  so  that 
schools  may  use  them  at  the  opening  service  of  the 
regular  session  or  take  the  whole  Sunday-school  session 
for  it.  Rather  than  take  the  whole  session,  however,  it 
is  better  to  have  the  special  exercises  at  night  so  as  not 
to  interfere  with  the  Bible  study. 

"  Mother's  Day  "  was  originated  by  Miss  Anna  Jarvis, 
of  Philadelphia.  The  white  carnation  has  come  to  be 
recognized  as  the  appropriate  flower  to  be  used  on  that 
occasion.  It  is  not  only  used  in  decoration  but  is  worn 
by  men  and  women  by  the  thousand 


174  How  to  Conduct  a  Sunday  School 

*'  Mother's  Day  "  in  the  Sunday-school  affords  a  fine 
opportunity  to  pay  attention  to  the  mothers  of  the  con- 
gregation and  the  school.  They  may  be  given  special 
seats,  and  the  service  may  be  prepared  especially  for 
them.  Some  appropriate  souvenir  may  be  given  to  the 
mothers  who  come. 

**  The  noblest  thoughts  my  soul  can  claim, 
The  holiest  words  my  tongue  can  frame, 
Unworthy  are  to  praise  the  name 
More  sacred  than  all  other. 

"  An  infant  when  her  love  first  came, 
A  man,  I  find  it  still  the  same ; 
Reverently  I  breathe  her  name. 
The  blessed  name  of  Mother." 

Children's  Day.  In  some  respects  this  is  the  hap- 
piest day  of  the  year  to  Sunday-school  scholars.  In  our 
climate  it  usually  comes  the  second  Sunday  in  June ;  the 
date,  however,  varies  in  different  localities  to  suit  the 
coming  of  the  flowers.  There  are  many  ways  of  cele- 
brating the  day  and  the  ingenuity  of  the  most  resource- 
ful will  have  ample  field  for  operation  here.  Of  course 
the  room  should  be  decorated  with  flowers,  pictures,  birds 
and  in  any  other  appropriate  way.  The  whole  day  should 
be  given  up  to  the  children.  The  regular  session  of  the 
Sunday-school  could  at  least  have  appropriate  opening 
exercises.  The  scholars  should  be  assembled  in  the 
preaching  service  and  hear  a  special  sermon  from  the 
pastor,  and  that  day  they  could  sing  some  of  their  own 
songs  instead  of  the  church  hymns.  I  would  have  a 
children's  day  exercise  at  night,  if  convenient,  and  make 
it  as  elaborate  and  complete  as  possible.     The  offering 


Special  Occasions  175 

made  on  this  day,  and  there  certainly  should  be  an  offer- 
ing, is  generally  used  for  Sunday-school  work  and  we 
recommend  that  it  be  devoted  to  the  Sunday-school 
work  of  the  denomination. 

Rally  Day.  This  festival  is  rapidly  growing  in  favour. 
It  usually  comes  at  the  end  of  the  summer  break-up,  and 
is  used  as  a  means  of  rallying  the  forces  again  for  the  work 
of  the  fall  and  winter.  When  a  general  is  preparing  for  a 
battle  he  is  said  to  rally  his  forces.  When  a  sick  person 
begins  to  recover  it  is  said  of  him  that  he  is  rallying. 
When  a  bookbinder  brings  together  in  one  place  the 
different  sections  of  a  book  to  be  bound  into  one  he  is 
said  to  be  rallying  the  book.  All  of  these  phases  may 
be  apphed  to  the  Sunday-school  work ;  we  are  rallying 
our  forces  for  the  great  campaign  of  the  fall  and  winter. 
The  Sunday-school  has  not  been  up  to  its  full  strength 
and  vigour  in  the  summer  and  is  now  girding  on  its 
power.  And,  like  gathering  the  sections  of  a  book,  the 
rallying  process  binds  it  into  a  unit  so  that  it  is  usable. 

The  time  of  the  year  makes  it  possible  to  have  very 
beautiful  decorations  and  in  large  variety.  As  it  is  a  sort 
of  harvest  home  gathering  the  decorations  may  be  appro- 
priate to  that  thought.  Our  building  was  certainly  never 
more  beautifully  decorated  than  when  we  used  corn  stalks 
with  the  full  ears  of  corn  still  upon  them.  A  shock  of  wheat 
upon  the  platform  is  very  appropriate.  Ears  of  corn  tied 
up  by  the  husks  are  also  beautiful.  Fruits  and  fall  flowers 
are  always  in  abundance  and  make  fitting  decorations. 

Our  rally  day  occurs  on  the  last  Sunday  of  September 
and  the  Sunday-school  hour  is  devoted  largely  to  it.  The 
music  is  specially  selected  and  is  of  a  strong,  vigorous 
character.     Sometimes  a  speaker  is  brought  in  from  out- 


176       How  to  Conduct  a  Sunday  School 

side  to  make  a  short  address.  We  always  have,  however, 
on  that  day  our  "  grand  review."  When  everything  is  in 
readiness  the  orchestra  begins  to  play  a  processional. 
Everybody  in  the  school  and  all  who  are  in  the  building 
march  in  order  by  the  platform,  depositing  their  offering 
envelopes  as  they  pass.  First  come  the  little  ones  of  the 
cradle  roll,  carried  or  led  by  their  parents,  then  the  be- 
ginners, followed  by  the  primaries  and  the  other  depart- 
ments of  the  school  in  the  order  of  their  age,  the  adult 
department,  home  department  and  visitors  coming  last. 
This  procession  is  continuous  until  everybody  in  the 
house  has  passed  the  platform  and  made  his  offering.  It 
is  a  very  beautiful  sight.  Various  devices  are  used  to  re- 
ceive the  offerings  upon  the  platform.  One  year  the 
bank,  so-called,  was  a  very  large  real  pumpkin  ;  another 
year  a  plaster  of  Paris  eggy  about  two  feet  long,  laid  in  a 
nest  of  straw.  Again  we  used  a  small  barrel ;  then  again 
there  was  upon  the  platform  a  beautiful  cross  decorated 
with  flowers  and  at  the  foot  of  it  a  box  into  which  the 
envelopes  were  dropped.  Thus  they  deposited  their  of- 
ferings at  the  foot  of  the  cross.  The  money  given  is  for 
the  organized  Sunday-school  work. 

Rally  day  is  always  the  largest  day  of  the  year  in  the 
matter  of  attendance.  When  the  school  is  all  gathered  it 
would  be  a  great  mistake  for  the  pastor  and  superintend- 
ent to  lose  the  opportunity  of  impressing  upon  them  the 
importance  of  the  work  in  which  they  are  engaged,  and  of 
laying  before  them  the  plans  for  the  fall  and  winter  cam- 
paign. It  also  affords  the  opportunity  to  solicit  a  larger 
interest  on  the  part  of  those  parents  and  friends  who  are 
present  who  usually  take  no  active  interest  beyond  send^ 
ing  their  children. 


Special  Occasions  177 

Rally  day  should  be  well  advertised.  A  beautiful, 
well-printed  invitation  should  be  sent  to  all  who  are  not 
present  on  the  Sunday  before  rally  day,  to  all  members 
of  the  church,  to  parents  of  the  children,  and  to  as  many 
former  members  of  the  school  as  can  be  reached.  It  is 
really  a  reunion  and  is  one  of  the  happiest  days  of  the 
year. 

Promotion  Day.  Every  graded  Sunday-school  must 
have  a  regular  promotion  day.  With  us  it  is  the  last 
Sunday  of  our  school  year,  and  this  happens  to  fall  upon 
rally  day.  We  think  this  very  fortunate  for  it  gives  us 
an  opportunity  to  engage  in  the  promotion  day  services 
in  the  presence  of  many  visitors  and  the  parents  of  the 
children,  and  they  thus  become  very  much  interested  in 
our  work.  On  promotion  day  we  make  it  a  point  to 
change  the  seat  of  everybody  who  is  promoted,  so  that 
they  may  all  fare  alike.  The  fourth  year  of  the  inter- 
mediate department  graduates  into  the  senior  depart- 
ment, becoming  the  first  year  of  that  department.  After 
an  explanation  of  the  significance  of  promotion  these 
fourth-year  members  of  the  intermediate  department 
change  their  seats ;  then  the  third-year  members  of  the 
intermediate  department  move  to  the  seats  vacated  by 
the  fourth-year  scholars ;  the  second-year  intermediates 
then  move  to  the  seats  vacated  by  the  third-year  inter- 
mediates ;  the  first>year  intermediates  then  move  to  the 
seats  vacated  by  the  second-year  intermediates ;  the 
third-year  juniors  then  move  to  the  seats  vacated  by  the 
first-year  intermediates,  and  so  on  down  the  list.  This 
is  done  with  military  precision,  without  any  commotion 
whatever.     It  is  really  a  very  beautiful  sight. 

The  conditions  of  promotion  need  a  little  explanation. 


178        How  to  Conduct  a  Sunday  School 

Our  school  is  graded  chiefly  upon  the  age  bcisis,  excep- 
tions being  made,  as  indicated  elsewhere,  in  the  case  of 
scholars  who  are  advanced  beyond  their  age  in  the  public 
school.  Those  who  comply  with  the  conditions  receive 
beautiful  certificates  of  promotion  and  are  given  honour- 
able mention  on  promotion  day.  Those  who  do  not 
comply  are  not  held  back  but  are  allowed  to  go  on  with 
their  class  ;  however,  they  receive  no  public  mention  and 
no  certificates.  This  is  one  of  the  strongest  incentives 
of  which  I  know  to  secure  home  study  of  the  lessons  and 
other  required  work.  The  promotion  exercises  are  held 
at  the  opening  of  the  service  on  rally  day  and  usually  take 
about  twenty  minutes. 

Installation  Day.  This  is  an  exercise  designed  to 
dignify  the  work  of  the  officers  and  teachers.  See 
chapter  on  installation  of  officers  and  teachers. 

The  Anniversary.  This  is  the  great  feast  of  the  year. 
It  is  held  on  the  last  Sunday  of  October  and  is  for  the 
purpose  of  giving  public  recognition  to  those  who  have 
earned  the  honours  of  the  school  during  the  year  preced- 
ing and  ending  with  the  first  of  October.  (Sunday-schools 
observing  the  current  year  would  probably  hold  their 
anniversary  about  the  last  of  January.)  The  month  in- 
tervening furnishes  opportunity  for  completing  the 
records  and  preparing  for  the  public  gathering.  It 
is  always  held  in  the  auditorium  of  the  church,  and 
Sunday  evening  is  devoted  to  the  service.  The  school 
is  seated  in  a  body  by  departments,  the  visitors  and 
parents  occupying  the  gallery.  Special  music  is  rendered 
by  the  orchestra  and  the  school,  and  also  by  the  children 
of  the  elementary  departments.  The  room,  appropriately 
decorated,  is  generally  packed  to  the  doors  by  those  anx- 


Special  Occasions  179 

ious  to  witness  these  anniversary  services.  It  is  the  most 
popular  gathering  of  the  year. 

The  names  of  those  who  have  earned  the  honours  for 
the  year  are  printed  in  our  church  paper,  The  Helper. 
These  names  are  printed  in  such  a  way  as  to  indicate 
which  members  receive  the  first-year  honours,  which  the 
second,  which  the  third,  and  so  on.  The  honours  are 
presented  by  the  pastor  and  superintendent.  Each  first- 
year  honour  member  receives  the  Robert  Raikes  Diploma 
referred  to  in  the  chapter  on  honours  and  rewards.  As 
the  names  are  called,  each  first-year  honour  member 
comes  forward  and  passes  through  a  large  white  arch 
which  stands  upon  the  platform.  He  receives  also  at  the 
same  time  a  white  pin  bearing  the  name  and  emblem  of 
the  school. 

Those  who  are  entitled  to  the  second  year  of  perfect 
record  then  follow  passing  through  a  red  arch  which  now 
stands  upon  the  platform,  the  white  one  having  been  re- 
moved. Each  member  receives  a  red  seal  to  be  fastened 
to  the  diploma  and  another  school  pin  similar  to  the  first 
one  except  that  its  colour  is  red.  The  third-year  mem- 
bers pass  through  a  blue  arch,  receiving  a  blue  seal  and 
a  blue  pin. 

The  members  for  the  fourth,  fifth,  sixth  and  seventh 
years  pass  through  arches  which  are  respectively  green, 
violet,  silver  and  gold,  receiving  seals  and  pins  of  the 
same  colour.  The  pin  given  for  the  seventh  year,  how- 
ever, is  solid  gold,  costing  one  dollar.  It  is  highly  prized 
by  those  who  have  earned  it,  for  it  stands  for  seven  years 
of  faithful  service.  About  four  hundred  members  of  our 
school  are  now  wearing  these  gold  pins.  All  who  have 
earned   this   honour   belong  to  the  **  Alumni."     Many 


l8o       How  to  Conduct  a  Sunday  School 

of  them  keep  right  on  earning  the  honours  year  after 
year. 

As  the  seventh  year  completed  the  Robert  Raikes  Di- 
ploma we  found  it  necessary  to  adopt  some  other  means 
to  maintain  the  interest  for  the  years  following,  conse- 
quently for  the  eighth  year  of  perfect  record  we  have 
adopted  the  Robert  Raikes  Alumni  Diploma  described  in 
our  chapter  on  honours  and  rewards.  Seals  for  the 
honours  of  succeeding  years  are  attached  to  this  diploma 
as  indicated  elsewhere.  No  pins  are  given  after  the  gold 
pin  is  received.  The  honours  above  the  seventh  year 
are  called  alumni  honours.  Those  who  receive  alumni 
honours  pass  through  the  gold  arch,  the  figures  repre- 
senting the  year  being  changed  at  the  top  of  the  arch  as 
the  members  for  each  year  pass  through. 

This  may  seem  like  a  very  simple  service,  and  yet  it 
stands  for  a  great  deal.  The  interest  in  our  anniversaries 
has  had  much  to  do  with  maintaining  the  evenness  of  our 
attendance  throughout  the  year.  We  are  aware  that 
some  will  object  to  the  method  because  of  the  expense. 
We  admit  that  it  is  expensive  but  it  pays.  It  ought  to 
be  said  right  here,  however,  that  there  are  two  sides  to 
this  question  of  expense.  If  a  scholar  has  earned  the 
honours  of  the  school  for  seven  years,  his  offering  to 
the  school  will  many  times  overpay  all  this  expense, 
though  of  course  that  is  not  the  purpose  of  gathering  the 
offering.  Money  paid  out  for  the  anniversary  service, 
considered  from  a  purely  financial  standpoint,  is  a  good 
investment.  Yet  this  aspect  of  the  consideration  does 
not  govern  us  in  the  slightest  degree  ;  we  are  after  the 
flock  and  not  ih^  fleece. 

The  music  at  our  anniversary  is  always  a  special  fea- 


Special  Occasions  l8i 

ture.  Not  infrequently  we  use  an  anniversary  hymn  that 
was  specially  written  for  us.  We  reproduce  the  last  one 
on  the  following  page  because  it  is  particularly  appropriate. 
It  is  written  by  my  friend  Rev.  Carey  Bonner,  General  Sec- 
retary of  the  Sunday  School  Union  of  London,  England. 

Christmas.  No  festival  of  the  church  or  Sunday- 
school  is  so  universally  and  elaborately  celebrated  as 
Christmas,  and  none  so  greatly  abused.  The  harm  that 
has  been  done  in  the  name  of  Christmas  is  appalHng; 
but  we  are  learning  better  things.  It  would  be  difficult 
to  find  a  Sunday-school  that  did  not  in  some  way  observe 
the  beautiful  celebration  of  the  birthday  of  the  Christ- 
child.  It  is  the  winter  festival.  The  same  thing  may  be 
said  of  Christmas  that  was  said  of  Easter ;  the  best  way  to 
celebrate  it  is  to  emphasize  the  truth  for  which  it  stands. 
The  church  and  Sunday-school  have  been  slow  to  learn 
that  it  is  more  blessed  to  give  than  to  receive,  and  yet 
giving  is  the  very  spirit  of  Christmas.  Santa  Claus,  Kris 
Kringle  and  the  big  fireplace  are  very  pleasing  to  the  lit- 
tle children  ;  but  there  is  a  more  excellent  way  and  we  are 
glad  that  the  Sunday-school  world  is  beginning  to  rec- 
ognize it.  Christmas  trees  are  very  beautiful  indeed  and 
for  decorations  nothing  can  be  finer,  but  a  Christmas  ex- 
ercise which  consists  only  of  a  Christmas  tree  bearing 
gifts  for  the  children,  no  matter  how  simple  or  expensive, 
is  an  opportunity  lost. 

There  are  many  beautiful  and  effective  Christmas  ex- 
ercises already  prepared  and  being  prepared  fresh  every 
year ;  but  I  would  not  recommend  the  use  of  any  of 
them  at  the  regular  Sunday-school  hour.  At  this  hour, 
it  seems  to  me,  there  should  be  the  Christmas  lesson,  giv- 
ing the  full  time  to  it.     I  would  change  the  order  of 


i82       How  to  Conduct  a  Sunday  School 


Father,  Hear  Thy  Children's  Voices. 

Anniversary  song  inscribed  to  my  friend,  Mr.  Marion  Lawrance  and  the  Washington 
Street  Congregation  Sunday-School,  Toledo,  Ohio. 

Words  and  Music  by  Cabky  Bownkb. 
Introduction  to  each  verse.  p 


1.  Fa  -   ther,    hear  Thy     chil  -  dren's  vole  -   es      Glad  and 

2.  Grace  di  -   vine  hath  strength  pro  -  vid   -   ed     Day  by 

3.  For     the     hal  -  lowed,  sweet  com-mun-  ion   With  our 

4.  For     our     com  -  rades  loy    -    al  -  heart  -    ed.     Far  a 

5.  All      the     way    that     lies        be  -  fore       us    Thou  dost 


^ 


^- 


.J.. 


^ 


m 


free; 
day; 
King, 
way, 
know, 

A. 


« « »-8=*— '      ■      S gS. ^ *- 

Ev   -     *ry  glow  -  ing     heart       re    -   joic  -  es 

Love,       our  wan  -  'dring     feet     hath     guid  -  ed 

For         all  earth  -  ly      bonds      of        un   -  ion, 

Scat  -  tered  now,    and    from        us      part  -  ed, 

With      Thy  ban  -  ner      float  -   ing      o'er      us 


Thine 

to 

be; 

All 

the 

way; 

Praise 

we 

bring ; 

Lord, 

we 

pray. 

Forth 

we 

go, 

Whilst  on     this          our 

What  we     knew        not. 

For  the    friend   -  ship 

Some  have      en    -    tered 

March  -    ing      on    -    ward 


Copyright,  1904,  by  Marion  Lawrance. 


Special  Occasions 


183 


Father,  Hear  Thy  Children's  Voices. 


to    light,     Strengthened    ev 

r-1 


sac   -    ri    -    fice        of    praise — 
our    trl  -  umphs,  Tbou  hast  wrought ; 
the    joys      of       Berv  -     ice     true, 
we    miss  them—  they     are    blest, 
er  by      Thy  might, 

I 


Loud   and  clear    our     song     we  raise        Un    -    to  Thee. 

Full      re-demp-tion  Thou    hast  brought;  Thanks  we  pay. 

For      the  work      we     yet      may  do,  Now     we  sing. 

Close  -  ly   fold  '-  ed      to       Thy  breast,      Safe      ai'e  they. 
In       Thy  name    to     win      the  fight.       O'er     each        foe. 


^ 


r=t 


i 


^^^ 


^^m 


jah!        Hal  -  le    -    lu 


184       How  to  Conduct  a  Sunday  School 

services  for  the  day  only  sufficiently  to  permit  the  intro- 
duction of  special  Christmas  music  and  a  few  other  fea- 
tures ;  but  don't  neglect  the  Bible  lesson  on  the  birth  of 
Christ.  The  world  needs  to  be  brought  back  to  the 
simple  Christmas  message.  The  best  service  you  can 
possibly  render  the  scholars  of  the  school  is  to  impress 
the  lesson  of  Christmas  day  so  deeply  in  their  minds  and 
hearts  that  they  will  never  forget  it.  The  giving  of  gifts, 
especially  gifts  of  any  value,  to  the  scholars  of  the  school 
at  Christmas  time — except  perhaps  in  some  mission 
schools — works  far  more  harm  than  good.  Giving  is  the 
essence  of  the  Christmas  lesson  and  we  should  not  rob 
our  scholars  by  denying  them  the  opportunity  to  give. 

The  giving  Christmas  is  the  thing  we  have  tried  year 
after  year  for  a  long  time  and  would  not  give  up  now  for  any 
consideration.  The  giving  service  with  us  is  held  at  night. 
It  is  generally  combined  with  a  short  Christmas  exercise 
consisting  of  appropriate  music,  recitations,  Scripture  read- 
ing and  remarks.  In  the  giving  service  there  is  the  largest 
liberty  afforded  to  all  of  the  members  of  the  school. 

Perhaps  I  can  do  no  better  than  to  give  a  brief  account 
of  a  recent  "  Giving  Christmas."  The  weather  was  very 
cold  and  stormy,  the  sidewalks  very  slippery  and  unsafe, 
but  the  house  was  packed  to  the  doors  as  is  usually  the 
case  at  our  "  Christmas  Giving  Service." 

The  school  was  seated  by  departments,  the  primaries 
marching  in  during  a  processional  by  the  orchestra. 
First  came  instrumental  and  vocal  music,  then  prayer  and 
Scripture.  The  little  children  delighted  us  with  some 
special  exercises  in  the  way  of  singing  and  recitations. 
The  giving  exercise  came  last.  The  platform  was  cleared 
of  the  chairs  and  pulpit  furniture,  and  filled  with  tables. 


Special  Occasions  185 

The  "  Scroobys/'an  organized  class  of  young  men,  led  the 
procession  headed  by  the  pastor  and  superintendent,  both 
honourary  members  of  the  class.  Each  young  man 
staggered  down  the  aisle  with  a  two  bushel  sack  of 
potatoes ;  sometimes  the  sacks  were  carried  by  two. 
Twenty-six  bushels  of  potatoes  were  thus  piled  up  at  the 
sides  of  the  platform.  The  bursting  of  one  of  the  sacks 
and  the  scattering  of  potatoes  made  a  little  merriment. 
Potatoes  "  had  the  floor  "  that  night. 

Then  the  school  marched  past  the  platform  by  depart- 
ments, the  smallest  children  first.  It  was  indeed  a  tri- 
umphal march.     Everybody  shared  in  the  giving. 

The  orchestra  kept  up  its  splendid  music.  Canned 
goods  were  brought  in  abundance,  also  all  kinds  of 
groceries,  and  wearing  apparel,  books,  toys,  bedding,  etc., 
until  the  platform  was  weighted  down  with  literally  wagon 
loads  of  good  things. 

Some  gave  money.  It  had  been  arranged  beforehand 
that  all  money  brought,  as  far  as  possible,  should  be  pre- 
sented in  new  one  dollar  bills.  Some  young  ladies 
stood  by  the  side  of  the  line,  received  the  money  and 
passed  it  over  to  the  treasurer  of  the  school  who  pinned 
the  bills  end  to  end  on  a  long  white  ribbon.  The  last  to 
come  forward  was  a  young  men's  class,  "  The  Kinetics," 
one  bearing  a  small  stand  and  another  a  huge  pie  in  a 
large  pan  a  foot  and  a  half  in  diameter,  with  a  beautiful 
brown  crust  on  top.  The  superintendent  was  asked  to 
cut  the  pie.  When  he  did  so  there  came  forth,  not  the 
"  four  and  twenty  blackbirds  "  of  Mother  Goose  fame, 
but  twenty  bright  new  one  dollar  bills.  These  were 
pinned  with  the  rest  to  the  long  ribbon,  which,  now  com- 
pleted, was  borne  by  several  young  men  across  the  front 


l86       How  to  Conduct  a  Sunday  School 

end  of  the  church,  the  ends  extending  down  the  aisles,  up 
the  stairways,  and  into  the  galleries.  It  was  a  very  strik- 
ing picture  with  its  one  hundred  feet  of  money  made  up 
of  just  one  hundred  and  seventy-five  one  dollar  bills. 
This  money  by  previous  arrangement  known  to  the 
school  was  used  as  follows  : — 

Fifty  dollars  to  furnish  a  bed  in  the  Toledo  Hospital. 

Fifty  dollars  to  be  sent  to  a  former  pastor  who  is  sick 
and  disabled. 

Thirty  dollars  to  help  a  worthy  and  needy  young  stu- 
dent in  Kentucky. 

Twenty-five  dollars  to  another  deserving  young  stu- 
dent in  New  York  State. 

Twenty  dollars  to  be  used  by  the  ladies  of  our  own 
church  to  help  the  needy  poor  of  our  city. 

No  wonder  the  audience  clapped  a  hearty  approval  of 
this  practical  method  of  doing  good,  as  the  long  ribbon 
of  bills  was  displayed.  The  goods  upon  the  platform, 
valued  at  ;^350.oo,  was  distributed  to  the  Boys'  Home, 
Day  Nursery,  Door  of  Hope,  City  Mission,  etc.  It  will 
be  seen  that  in  goods  and  money  the  receipts  from  this 
exercise  aggregated  ^^5 25.00.  A  happier  company  never 
assembled  in  our  building  and  it  was  still  happier  when 
it  dispersed  in  the  thought  of  having  done  something 
worth  while.  A  fervent  prayer  and  the  singing  of 
*'  Praise  God  From  Whom  All  Blessings  Flow  "  closed 
the  exercises. 

One  young  man  in  college  who  would  have  been 
obliged  to  give  up  his  schooling  but  for  the  help  thus 
given  him  in  former  years  by  our  Sunday-school  was 
thereby  enabled  to  complete  his  course  and  afterwards 
became  a  teacher  in  the  institution. 


Special  Occasions  187 

At  one  such  service  our  home  department  members 
rolled  up  a  beautiful  rubber-tired  invalid-chair — to  be 
retained  as  the  property  of  the  school  and  loaned  to  any 
who  might  need  it  whether  members  or  not.  It  has 
"  paid  for  itself"  many  times  over  in  the  expressions  of 
gratitude  from  those  who  have  used  it.  Since  then  two 
other  similar  chairs  have  been  added,  and  they  are  almost 
always  in  use. 

At  the  close  of  these  giving  services  the  platform  looks 
something  like  a  department  store.  It  sometimes  hap- 
pens that  we  endeavour  to  regulate  the  kinds  of  articles 
to  be  given.  On  several  occasions  we  confined  it  to  fruit 
and  vegetables.  Another  year  we  gave  laundry  soap  and 
distributed  it  all  to  the  charitable  institutions  of  the  city. 
On  a  number  of  occasions  we  have  required  a  ticket  of 
admission  consisting  of  a  potato  or  apple.  Five  barrels 
of  these  "  tickets  "  were  sent  to  various  needy  institutions 
as  a  result  on  one  Christmas.  The  members  of  the  school 
receive  absolutely  nothing.  They  have  come  however 
to  look  upon  this  giving  service  as  most  delightful,  and 
they  enjoy  it  far  more  than  they  would  the  receiving  of 
the  small  gifts  we  might  be  able  to  make  them.  We  try 
to  emphasize  in  this  giving  service  the  true  spirit  of 
Christmas  and  to  teach  our  scholars  that  in  this  way  we 
are  doing  just  what  Jesus  came  into  this  world  to  do ; 
that  they  may  learn  of  Him  of  whom  it  is  said, ''  He  went 
about  doing  good." 

It  is  touching  to  listen  to  some  of  the  reports  brought 
back  by  those  who  carry  the  gifts  to  the  poor.  A  class 
of  boys  set  a  large  basket  containing  a  Christmas  dinner, 
and  beside  it  a  sack  of  flour,  on  the  porch  of  a  poor 
widow.     They  then  knocked  on  the  door  and  ran  away. 


i88       How  to  Conduct  a  Sunday  School 

The  "  God  bless  you's  "  which  followed  the  boys  as  they 
ran  was  worth  more  than  any  gift  they  could  have  re- 
ceived for  themselves.  One  old  lady  said,  "  If  it  had  not 
been  for  this  gift  my  Christmas  dinner  would  have  been 
dry  bread  and  tea."  The  resolutions  of  thanks  which 
come  from  the  institutions  are  enough  to  remove  from 
the  mind  of  any  the  thought  that  a  giving  Christmas 
does  not  pay.  It  is  the  Lord's  work,  and  when  we  are 
giving  we  are  doing  it  in  His  way. 

There  are  many  other  special  occasions  observed  by 
various  Sunday-schools,  and  many  of  them  with  profit. 
To  some  of  them  a  brief  reference  may  be  made. 

Flag  Day.  This  is  held  in  the  United  States,  near  the 
Fourth  of  July,  and  is  sometimes  called  Patriotic  Day 
and  sometimes  Good  Citizenship  Day.  The  building  is 
decorated  with  flags  and  the  school  sometimes  engages 
in  a  flag  drill.  Patriotic  songs  are  sung  and  patriotic 
speeches  made. 

Parents*  Day.  This  is  a  day  set  apart  for  the  parents 
of  the  children.  Special  endeavour  is  made  to  secure 
their  attendance,  and  when  they  arrive  reserved  seats  are 
given  them  and  appropriate  exercises  are  prepared  to  en- 
tertain and  profit  them.  We  invite  our  parents  also  on 
Rally  Day  and  Children's  Day  and,  indeed,  to  all  of  our 
Special  Days. 

Thanksgiving  Day.  This  would  naturally  fall  on  the 
Sunday  nearest  Thanksgiving  Day.  This  date  differs  in 
the  United  States  and  Canada.  The  name  of  the  day 
suggests  its  treatment. 

Decision  Day.    This  is  made  the  subject  of  a  chapter 
elsewhere. 
Temperance  Day.    See  chapter  on  temperance. 


XV 

THE  HONOURS  AND  REWARDS 

Rewards  properly  bestowed  upon  those  who  have 
faithfully  earned  them  are  always  a  means  of  stimulation 
and  encouragement. 

All  recognition  of  the  work  done  in  the  Sunday-school 
should  be  entirely  impartial  and  general  in  its  applica- 
tion. The  same  general  conditions  must  apply  to  of- 
ficers, teachers,  and  scholars  alike,  except  that,  of  course, 
certain  things  will  be  required  of  the  older  members 
which  are  not  required  of  the  small  children.  The  small- 
est scholar'ought  not  to  be  asked  to  do  what  the  superin- 
tendent, pastor,  and  teachers  are  unwilling  to  do. 

During  the  session  of  the  school  it  is  customary  with 
us,  as  with  many  others,  to  recognize  in  a  public  way 
those  classes  or  departments  which  make  a  specially 
good  showing  in  certain  directions,  as  indicated  below. 

Star  Classes.  Usually  a  star  class  is  one  with  every 
member  present.  With  us  not  only  presence  is  required, 
but  every  member,  including  the  teacher,  must  have  his 
own  Bible  brought  from  home.  In  many  schools  one  of 
the  hymns  is  called  the  "  Star  Song."  While  it  is  being 
sung  the  "  Star  Classes  "  stand  and  the  others  remain 
seated.  Stars  are  placed  on  standards  at  each  of  these 
classes,  showing  to  the  whole  school  which  classes  have 
attained  this  distinction  for  the  day.  In  other  schools 
the  names  of  these  classes  are  read  from  the  platform. 

Banner  Classes  are  so  named  for  a  variety  of  reasons. 

189 


igo       How  to  Conduct  a  Sunday  School 

With  us  the  Excelsior  Banner  is  awarded  for  a  month  to 
the  class  making  the  best  showing  in  home  study  of  the 
lesson,  as  indicated  by  their  written  work.  A  large 
United  States  silk  flag  is  held  for  a  month  by  the  depart- 
ment showing  the  largest  percentage  of  attendance  to  its 
enrollment  during  the  preceding  month. 

It  will  be  observed  that  no  class  or  scholar  in  any  of 
the  plans  of  recognition  mentioned  receives  anything 
personally.  We  hold  to  the  principle  also  in  recognizing 
the  individual  work  of  the  members,  whether  officers, 
teachers,  or  scholars,  that  the  practice  of  giving  prizes 
and  rewards  of  intrinsic  value  often  works  harm  while  it 
seldom  succeeds  in  producing  the  desired  results.  This 
is  our  deliberate  conclusion,  after  having  tried  both  ways. 
Occasionally,  however,  we  slightly  violate  this  rule.  One 
quarter,  for  instance,  our  lessons  being  in  John's  Gospel, 
we  offered  the  neat  little  "  Gospel  of  John  "  books  fur- 
nished by  the  Bible  Institute  Colportage  Association,  of 
Chicago,  to  all  who  would  read  that  gospel.  We  gave 
out  about  five  hundred  of  them. 

Members  of  our  school  who  have  reached  in  our  mark- 
ing system  a  percentage  of  ninety-five  per  cent,  for  each 
quarter  of  the  year  are  given  public  recognition  at  the 
anniversary.  The  system  of  marking  used  in  the  school 
is  explained  on  page  47.  For  the  first  year  of  such  record 
in  the  school,  whether  the  member  is  a  primary  scholar, 
grown  scholar,  a  teacher  or  an  officer,  he  receives  a 
Robert  Raikes  Diploma. 

Robert  Raikes  Diploma.  This  is  a  beautiful  litho- 
graphed diploma,  14X  17  inches,  designed  by  the  author 
some  twenty  years  ago.  On  the  following  page  is  pre- 
sented a  miniature  reproduction  of  the  diploma. 


The  Honours  and  Rewards  191 

This  diploma,  beautifully  framed  and  ready  to  hang 
upon  the  wail,  is  presented  to  the  member  at  the  anni- 
versary service.  He  also  receives  a  celluloid  pin  bearing 
the  name  of  the  school  and  its  emblem  in  the  centre. 
When  a  member  has  earned  a  second  year  of  perfect 
record,  he  does  not  receive  another  diploma,  but  a  red 
seal  is  attached  to  the  diploma  he  already  has,  and  he  re- 
ceives in  addition  a  pin  similar  to  the  one  he  received  the 
first  year,  except  that  it  is  red,  the  same  colour  as  the 
seal.  For  the  third  year  of  perfect  record  a  blue  seal  and 
pin  are  given  ;  for  the  fourth  year  the  colour  of  the  seal 
and  pin  is  green  ;  for  the  fifth  year,  violet ;  for  the  sixth 
year,  silver ;  for  the  seventh  year,  gold.  All  of  these 
pins  are  very  cheap  except  the  last  one,  which  is  made  of 
solid  gold,  and  costs  a  dollar.  It  has  no  commercial 
value,  however,  because  the  name  of  the  school  is  upon 
it,  and  also  the  school  emblem  (an  open  Bible,  a  cross, 
and  the  rays  of  the  sun).  The  six  seals  referred  to  are 
placed  in  round  spaces  on  the  margin  of  the  diploma, 
and  when  they  are  all  present,  the  whole  makes  a  beauti- 
ful picture. 

A  glance  at  the  picture  of  the  diploma  will  show  where 
the  various  seals  belong ;  for  example,  the  place  where 
the  red  seal  belongs  is  indicated  by  the  following  words 
printed  on  the  diploma  which  are  covered  up  when  the 
seal  is  affixed  :  "  For  Second  Year  of  perfect  record  a 
Red  Seal  is  attached  here."  Similarly  the  location  of  the 
other  seals  is  indicated. 

The  best  results  in  the  use  of  this  diploma  come  from 
its  cumulative  value.  For  instance,  when  a  member  has 
earned  the  diploma  he  then  wants  the  red  seal.  He 
cannot  get  it,  however,  without  a  whole  year  of  faithful- 


192       How  to  Conduct  a  Sunday  School 

ness.  Having  earned  the  red  seal,  he  wants  the  blue  seal 
a  great  deal  more  than  he  wanted  the  red  one,  and  so  on 
to  the  end.  The  diploma  with  its  six  seals  and  the  gold 
pin  represent  seven  years  of  faithful  work. 

The  Robert  Raikes  Diploma  is  now  very  popular  in  all 
parts  of  the  country,  being  in  use  to  a  greater  or  less  de- 
gree in  every  state  of  the  Union  and  province  of  Canada, 
For  the  method  of  distributing  these  diplomas,  see  chap- 
ter on  "  Special  Occasions." 

The  Robert  Raikes  Alumni  Diploma.  Hundreds  of 
members  having  earned  and  received  the  Robert  Raikes 
Diploma  with  all  its  seals,  made  it  necessary  to  inaugurate 
something  else  lest  the  members  lose  their  interest.  We 
consequently  introduced  what  is  known  as  the  Robert 
Raikes  Alumni  Diploma  designed  by  Leslie  C.  Lawrence 
of  Detroit,  Mich.  This  is  much  larger  and  handsomer 
than  the  Robert  Raikes  Diploma,  being  19X  24  inches  in 
size,  beautifully  lithographed  in  four  colours  upon  very 
heavy  bond  paper.  This  diploma  is  given,  suitably 
framed,  to  those  who  earn  the  honours  of  the  school  the 
eighth  year.  In  the  margin  are  spaces  for  twelve  more 
seals,  both  diplomas  thus  covering  a  period,  all  told,  of 
twenty  years  of  faithful  work.  A  number  of  our  mem- 
bers have  received  this  diploma  with  all  of  the  seals 
attached,  indicating  twenty  years  of  perfect  record. 
Facing  this  page  will  be  found  a  miniature  Robert  Raikes 
Alumni  Diploma. 

It  sometimes  happens  that  members  who  are  working 
for  the  honours  of  the  school  lose  their  record  for  one 
reason  or  another.  It  may  be  on  account  of  removal 
from  the  city,  and  it  may  be  from  indifference.  When 
this  happens  they  can  take  up  the  work  at  any  later  time 


The  Honours  and  Rewards  193 

and  go  on  with  their  honours,  even  though  a  number  of 
years  have  elapsed  since  they  received  their  last  recogni- 
tion. The  fact  that  this  is  often  done  shows  that,  while 
the  interest  may  lag  for  a  time,  it  seldom  ever  wholly  dies 
out.  Something  like  three  hundred  members  of  our 
school  receive  the  honours  every  year  at  the  anniversary. 

There  is  a  movement  on  foot  now  whereby  the  work 
done  in  one  school  where  these  Robert  Raikes  Diplomas 
are  used  is  recognized  in  other  schools  using  the  same 
system.  So  that,  for  example,  a  scholar  having  earned 
the  diploma  and  several  seals  can,  upon  removing  to 
another  city  and  becoming  a  member  of  another  school 
using  the  same  system,  go  right  on  earning  the  seals — 
beginning  in  the  new  school  where  he  left  off  in  the  old 
one.  There  have  been  a  number  of  cases  of  that  kind  in 
our  school.  This  plan  is  a  good  one  and  tends  to  bring 
the  schools  into  closer  relation  to  each  other  and  at  the 
same  time  encourages  the  scholar  who  removes  to  seek 
membership  at  once  in  another  school. 

Does  it  Pay  ?  The  question  may  well  be  raised  as  to 
whether  all  of  this  detail  and  expense  really  pays  ?  The 
expense  is  considerable,  for  these  diplomas,  frames  and 
all,  are  bestowed  without  cost  upon  those  who  earn  them. 
The  question  of  cost  is  often  asked  of  us,  and  we  think 
we  can  in  a  very  concrete  form  give  a  conclusive  answer. 

A  diploma,  framed  ready  to  hand  out,  costs  about 
seventy-five  cents  ;  the  six  seals  cost  two  cents  each  ;  the 
six  celluloid  pins  cost  a  cent  and  a  half  each,  and  the  gold 
pin  given  out  at  the  end  of  the  seventh  year  costs  one 
dollar  :  so  that  the  entire  cost  is  not  over  two  dollars. 

Of  course,  all  members  of  the  school  are  regular  con- 
tributors, and  the  average  gift  per  Sunday  is  about  four 


194       How  to  Conduct  a  Sunday  School 

cents  per  capita.  From  this,  it  will  readily  be  seen  that 
the  offerings  for  one  year  would  cover  the  entire  expense 
for  the  seven  years. 

The  Alumni  diploma,  with  its  seals  covering  thirteen 
years,  can  be  bought  for  about  one  dollar  ;  so  that  for  three 
dollars,  all  told,  the  diplomas,  pins,  and  seals  can  be  pro- 
cured, covering  twenty  years  of  record,  during  which  time 
the  scholar  would  probably  contribute  about  eighty  dollars 
to  the  school.  Of  course,  it  should  not  be  put  upon  this 
basis,  and  the  reward  should  be  given  entirely  independ- 
ently of  any  contributions.  Certainly  no  person  should 
be  led  to  believe  that  he  is  paying  for  his  rewards. 
Reference  to  the  matter  is  made  here  simply  to  answer 
the  question  raised  above.  It  is  the  cheapest  and  probably 
one  of  the  best  systems  in  use,  judged  by  its  popularity. 

The  best  result,  however,  of  this  system  of  honours 
shows  itself  in  the  evenness  of  our  attendance  throughout 
the  year,  and  in  the  percentage  of  our  attendance  to  the 
enrollment. 

The  average  attendance  in  our  school  for  the  four 
quarters  of  the  year  1904  was  as  follows  : — 

Average 
Attendance 

1st  Quarter  777 

2d  Quarter  802 

3d  Quarter  698 

4th  Quarter  824 

Yearly  Average  775 

The  average  enrollment  for  the  year  was  995. 

This  shows  that  the  percentage  of  attendance  to  en- 
rollment  was  about  seventy-eight   per  cent.      The  at- 


The  Honours  and  Rewards  195 

tendance,  however,  includes  some  visitors  each  Sunday, 
so  that  perhaps  it  would  be  safer  to  say  that  the  per- 
centage of  attendance  each  Sunday  to  enrollment, 
confining  both  to  actual  membership,  is  seventy  to 
seventy-five.  The  most  interesting  feature  of  these 
figures,  however,  is  the  attendance  during  the  summer 
quarter.  The  school  meets  every  Sunday  in  the  year. 
It  will  be  noticed  that  even  this  quarter's  average  is 
only  about  ten  per  cent,  below  the  average  for  the  year. 
Nearly  all  schools  in  the  cities  become  very  much  de- 
pleted during  the  summer  months,  and  many  of  them 
discontinue,  because  they  cannot  keep  up  their  attend- 
ance. The  results  we  have  reached  in  this  respect  we 
attribute  almost  wholly  to  our  marking  system.  The 
members  of  our  school  understand  perfectly  well  that 
the  ninety-five  per  cent,  which  they  must  obtain  in  their 
marking  before  they  will  be  entitled  to  their  honours,  ap- 
plies to  the  summer  quarter  as  well  as  to  the  others. 
However,  we  have  an  advantage  in  this  respect  over 
some  other  churches  in  that  a  large  proportion  of  our 
people  do  not  take  extensive  trips  in  the  summer  time, 


XVII 
THE  SUNDAY  SCHOOL  ENJOYING  ITSELF 

The  craving  for  social  enjoyment  is  an  instinct  in  the 
young  which  will  be  satisfied  in  some  way,  under  either 
good  or  bad  conditions.  The  Sunday-school  which 
intelligently  addresses  itself  to  the  problem  of  furnishing 
opportunities  for  clean,  pure,  exhilarating  enjoyment  to 
its  members  has  thereby  solved  many  of  its  other  prob- 
lems. The  Sunday-school  is  more  than  a  school,  and 
the  officers  and  teachers  are  more  than  instructors.  Next 
to  the  home,  the  Sunday-school  should  be  the  happiest 
place  on  earth  to  all  its  members,  and  especially  so  to 
those  who  are  young.  If  the  school  at  frequent  intervals 
will  provide  its  members  with  suitable  entertainments  and 
opportunities  for  social  enjoyment  both  indoors  and  out, 
it  will  continually  tighten  its  hold  upon  them,  and  they 
will  the  more  readily  yield  to  the  one  great  purpose  for 
which  the  Sunday-school  stands.  It  will  be  proper  for 
us  to  consider  briefly  some  of  the  methods  by  which 
these  highly  desirable  conditions  can  be  established. 

Entertainments.  Many  churches  are  now  providing, 
not  only  for  the  congregation,  but  also  for  the  Sunday- 
school,  series  of  entertainments  of  various  kinds,  such 
as  lectures,  impersonations,  readings,  musicales  and  con- 
certs. It  is  possible  so  to  arrange  such  courses  of  en- 
tertainments for  the  winter  that  they  may  be  within  easy 

196 


The  Sunday  School  Enjoying  Itself       197 

reach  financially  of  nearly  all  the  pupils  of  the  school. 
In  one  such  course,  connected  with  our  own  church,  the 
whole  course  costs  but  fifty  cents,  and  any  scholar  under 
sixteen  years  who  sells  a  course  ticket  to  another  person 
receives  one  free  for  himself.  There  is  a  small  extra 
charge  for  reserved  seats.  This  entertainment  course 
has  been  in  operation  for  fifteen  years.  Usually  it  con- 
sists of  five  numbers,  the  entertainments  costing  from 
twenty-five  to  one  hundred  and  seventy-five  dollars  each. 
Some  years  we  have  come  out  with  a  small  deficit,  but 
more  frequently  with  a  httle  balance  on  the  right  side. 
Money  is  not  the  main  consideration.  It  is  impossible 
to  estimate  the  value  of  these  courses  to  our  church  and 
Sunday-school.  They  satisfy  a  demand  for  just  that  sort 
of  intellectual  and  social  recreation,  a  demand  which 
would  otherwise  be  satisfied  somewhere  else,  and  possibly 
that  "  somewhere  else "  would  not  be  so  healthful  and 
helpful  in  its  influence  as  our  church  home. 

Some  Sunday-schools  give  a  series  of  very  cheap  en- 
tertainments, charging  the  scholars  five  cents  each  or 
even  a  penny  for  admission.  These  are  usually  of  the 
musical  order,  or  by  means  of  the  stereopticon  or  phono- 
graph ;  they  may  be  made  very  entertaining  and  profitable. 
Other  schools  give  free  entertainments  to  their  scholars, 
admission  by  ticket,  the  program  usually  being  filled  by 
local  talent.  For  instance,  somebody  who  is  familiar 
with  electricity  would  give  some  demonstrations ;  a 
chemist  would  be  called  in  to  give  experiments  in  his 
line ;  the  pastor  or  others  would  give  illustrated  talks, 
using  the  blackboard.  Many  other  things  might  be 
suggested.  All  of  these  things  which  help  to  satisfy 
the    craving   for   intellectual  and   social   recreation   are 


198       How  to  Conduct  a  Sunday  School 

profitable  to  the  scholar,  and  tend  to  give  both  church 
and  school  a  larger  place  in  his  life. 

Social  Gatherings.  In  those  departments  or  classes 
which  are  above  the  juniors  or  intermediates  in  age, 
properly  conducted  social  gatherings  are  very  helpful. 
Department  gatherings  had  better  be  held  at  the  church, 
and  class  gatherings  at  the  home  of  the  teacher  or  that 
of  some  member  of  the  class.  With  scholars  who  are 
not  grown  the  teacher  should  always  be  present,  and  in- 
deed this  is  desirable  for  all  classes.  A  department 
social  once  a  year,  and  a  class  social  twice  a  year  or  per- 
haps once  a  quarter  will  add  greatly  to  the  pleasure  of 
the  school  work  both  for  teachers  and  for  scholars,  while 
they  will  afford  to  the  teacher  many  opportunities  to 
speak  personal  words  to  the  scholars,  and  to  get  nearer 
to  them  than  they  could  in  any  other  way.  Generally  it 
is  better  to  have  some  literary  and  musical  features  rather 
than  to  give  these  meetings  over  entirely  to  games  and 
sports. 

Picnics.  Everybody  knows  what  a  picnic  is,  and  it  is 
not  necessary  to  try  to  define  one  here.  There  is  a 
certain  helpful  exhilaration  in  the  outdoor  relaxation,  in 
the  running  and  romping  of  the  children,  and  in  the 
games  that  are  usually  engaged  in  on  such  occasions. 
My  purpose  is  to  describe  one  particular  kind  of  picnic 
which  we  have  found  by  experience  to  satisfy  the  school 
better  that  any  we  have  ever  had  before.  The  time  came 
when  it  was  necessary  to  introduce  some  new  features 
and  also  to  provide  something  that  would  attract  and 
hold  the  older  scholars,  and  the  members  of  the  church  as 
well,  so  that  the  whole  church  and  school  could  picnic 
together. 


The  Sunday  School  Enjoying  Itself       199 

We  heard  of  an  egg  hunting  exercise  connected  with 
a  union  picnic  of  the  schools  of  Chattanooga,  Tenn.,  and 
decided  to  try  that.  Since  then  we  have  had  an  "  Egg 
Hunt"  twelve  years  in  succession,  and  all  of  our  people, 
old  and  young,  are  enthusiastic  in  their  interest  and  par- 
ticipation in  it.  This  kind  of  picnic  can  be  held  in  the 
country  or  village  as  well  as  in  a  city.  Guided  by  a 
description  of  the  picnic  as  we  conduct  it,  any  who  desire 
to  employ  the  same  means  may  adapt  them  to  their  own 
local  conditions. 

We  hold  the  picnic  early  in  September  and  make  it  a 
means  of  rallying  the  members  who  have  scattered  during 
the  summer.  Coming  before  Rally  Day  it  has  much  to 
do  with  increasing  the  attendance  on  that  day.  The 
picnic  is  usually  held  on  Saturday,  so  that  all  the  school 
children  may  attend,  though  it  is  designed  as  much  for 
the  whole  church  as  for  the  Sunday-school  children. 
We  meet  at  the  church  in  the  morning  at  a  given  hour, 
all  bringing  lunch  baskets.  These  baskets  are  left  at  the 
church  and  taken  from  there  to  the  picnic  grounds  in 
large  wagons.  At  the  time  appointed  all  board  the  open 
street  cars  which  have  been  lined  up  at  the  side  of  the 
church.  In  the  leading  car  is  a  brass  band.  The  small 
children  are  put  in  the  forward  cars  and  with  them  a 
sufficient  number  of  grown  people  to  prevent  accidents. 
When  the  cars  are  all  loaded  (twelve  or  fifteen  of  them) 
the  procession  starts  and  passes  down  through  the  heart 
of  the  city  and  out  to  the  city  park.  The  playing*  of  the 
band  and  the  shouting  of  the  children  bring  the  people 
from  the  stores  to  the  sidewalk  until  it  gives  the  city  the 
appearance  of  circus  day. 

It  is  a  happy  throng  you  may  imagine,  with  shouting 


200       How  to  Conduct  a  Sunday  School 

and  singing  and  laughter.  Each  car  carries  a  banner 
with  the  name  of  the  school,  and  on  each  car  are  a  num- 
ber of  people  who  are  provided  with  packages  of  confetti 
ribbon.  This  is  made  of  paper  half  an  inch  wide,  in 
various  colours,  and  rolled  in  bolts  like  narrow  tape. 
Holding  the  end  of  the  ribbon  and  throwing  the  bolt 
makes  a  streamer  perhaps  twenty  or  thirty  feet  long. 
It  is  only  a  few  minutes  after  the  cars  start  before  they 
are  pretty  thoroughly  decorated  with  this  many-coloured 
ribbon,  and  look  very  gay  as  they  pass  through  the  city. 
Each  person  is  provided  with  a  pasteboard  badge  printed 
on  both  sides,  one  side  announcing  the  picnic,  and  the 
other  announcing  the  Rally  Day  which  is  to  come. 

On  arriving  at  the  grounds  a  procession  is  formed, 
with  the  band  leading,  followed  by  the  small  children, 
these  by  the  larger  children,  and  so  on,  including  adults, 
until  all  are  in  line  marching  to  the  part  of  the  park 
which  is  to  be  used  for  the  picnic.  Then  comes  the  egg 
hunt.  Wooden  eggs  painted  a  bright  red  are  used. 
They  can  be  bought  for  about  one  cent  each  at  almost 
any  wood-working  establishment.  They  are  the  size  and 
shape  of  ordinary  hens'  eggs.  The  committee  having  in 
charge  the  hiding  of  the  eggs  takes  a  thousand  of  them 
to  the  park  early  in  the  morning.  In  various  sections  of 
the  park  they  are  hidden  away  in  the  grass  and  the 
bushes,  in  the  forks  of  the  trees  and  in  any  suitable  place. 
One  section  of  the  park  is  reserved  for  the  beginners  ; 
another  for  the  primaries  ;  another  for  the  juniors,  and  so 
on,  not  forgetting  the  grown  up  people.  When  the  egg 
hunt  begins  the  departments  are  separated  and  the  officers 
and  teachers  of  each  department  are  informed,  for  the  first 
time,  where  their  field  of  operations  lies.     There  is  also 


The  Sunday  School  Enjoying  Itself      201 

one  golden  egg.  At  a  given  signal  all  start  upon  the  egg 
hunt.  None  are  more  interested  and  zealous  in  their 
search  than  the  men  and  women.  The  hunt  lasts  nearly 
an  hour,  for  some  of  the  eggs  are  hidden  away  very 
securely.  After  it  is  over  the  boy  and  the  girl,  or  the 
man  and  the  woman  of  each  department  who  has  been 
most  successful  in  that  department,  and  the  one  who  finds 
the  golden  egg,  are  suitably  rewarded  in  some  way.  One 
year  they  were  given  an  automobile  ride,  another  a 
watermelon  treat,  another  a  boat  ride  in  a  steam  launch, 
etc.  The  real  sport,  however,  Hes  in  searching  for  the 
eggs,  and  this  is  clean  sport  as  well  as  very  exciting 
while  it  is  going  on.  It  is  very  amusing  to  see  grown 
men  and  women  either  on  all  fours  hunting  in  the  grass 
for  eggs  or  scurrying  about  like  children  among  the 
bushes.  You  would  think  they  were  really  children — 
and  for  that  day  they  are. 

After  the  egg  hunt  is  over  there  comes  the  old- 
fashioned  picnic-dinner,  which  needs  no  explanation. 
Then  follow  competitive  games  of  many  kinds,  adapted 
to  children  of  all  ages  and  to  grown  people  as  well,  from 
the  catching  of  a  rubber  ball  by  the  beginners  to  a  base- 
ball game  by  the  young  men.  Races,  chariot  contests, 
balloon  ascensions,  etc.,  are  part  of  the  varied  program. 
Everybody  is  allowed  the  largest  liberty  to  enjoy  himself 
as  he  sees  fit.  Our  egg  hunting  picnic  adds  greatly  to 
the  strength  of  our  school  life,  while  it  is  enjoyed  more 
than  any  other  kind  we  have  ever  had  in  the  past.  There 
is  nothing  connected  with  it  except  the  street  car  parade 
that  cannot  be  copied  anywhere. 

Other  Kinds  of  Enjo)niient.  There  are  many  other 
things  that  could  be  named  which  have  their  use  in  cul- 


202        How  to  Conduct  a  Sunday  School 

tivating  the  social  side  of  the  school  life  and  furnishing 
choice  entertainment.  One  of  these  is  found  in  the  social 
gatherings  of  the  organized  classes.  We  have  spoken  of 
that  more  at  length  in  our  chapter  on  that  subject.  At 
this  point  we  will  only  stop  to  say  that  the  organized 
class  has  done  more  to  solve  the  social  problem  of  the 
Sunday-school  than  anything  else.  There  are  quite  a 
number  of  other  features  of  enjoyment  referred  to,  like- 
wise, in  our  chapter  on  "  Through-the-Week  Activities." 
Some  of  the  Special  Days  referred  to  in  another  chapter 
afford  splendid  opportunity  for  enjoyment,  especially 
New  Year's  Day. 

Conclusion.  The  entire  chapter  on  "  The  Sunday 
School  Enjoying  Itself  "  would  not  be  worth  the  space  it 
occupies  if  I  did  not  say  in  closing  that  all  of  these  things, 
whether  entertainments,  class  organizations,  socials  or 
picnics  are  but  means  to  an  end,  and  whenever,  on  any 
account,  any  of  them  are  allowed  to  interfere  with  the 
real  purpose  of  the  Sunday-school,  they  are  doing  more 
harm  than  good.  We  believe,  however,  that  a  certain 
amount  of  relaxation,  sociability  and  enjoyment  are  con- 
sistent with  the  highest  type  of  real  Christian  work. 
There  is  that  craving  for  these  things,  especially  in  the 
youthful  heart  and  mind,  which  will  find  satisfaction  some- 
where, and  certainly  it  is  better  to  sanctify  the  games  and 
enjoyments  with  which  they  are  familiar,  than  it  is  con- 
tinually to  tell  the  children  not  to  do  this  or  that.  We 
believe  that  a  baseball  game  can  be  played  to  the  glory 
of  God,  and  that  all  of  these  other  things  can  be  con- 
ducted in  the  same  way. 

When  class  organizations  degenerate  into  minstrel 
shows   or  masquerades,  they  are  compromising   them- 


The  Sunday  School  Enjoying  Itself      203 

selves  and  lowering  the  standard  they  represent.  Much 
of  the  success  lies  in  the  hands  of  the  officers  and  teach- 
ers in  all  of  these  matters,  and  the  responsibility  lies  there 
too.  Nehemiah  said,  "  The  joy  of  the  Lord  is  your 
strength,"  and  all  these  things  under  proper  restriction 
and  management,  if  carried  on  for  the  right  purpose,  in 
the  right  manner,  will  add  to  the  efficiency  of  the  school 
work  rather  than  detract  from  it.  Of  all  the  people  on 
the  earth  God's  children  should  be  the  happiest,  and 
while  it  is  true  that  they  should  find  their  chief  enjoy- 
ment in  Him,  in  His  word  and  in  His  work,  the  re- 
laxation of  the  body  afforded  by  pure  and  innocent 
amusement  is  not  detrimental  but  helpful  in  this  direc- 
tion. 


XVIII 
THE  BLACKBOARD  AND  OBJECT  TEACHING 

"  The  kingdom  of  heaven  is  like  unto  a  grain  of  mus- 
tard seed,  which  a  man  took,  and  sowed  in  his  field: 
which  indeed  is  less  than  all  seeds  :  but  when  it  is  grown, 
it  is  greater  than  the  herbs,  and  becometh  a  tree,  so  that 
the  birds  of  the  heaven  come  and  lodge  in  the  branches 
thereof"  (Matt.  13:  31,  32). 

This  is  object  teaching,  and  the  Master  Himself  is  au- 
thority for  its  use.  Objects  may  be  real  or  imaginary. 
In  the  case  cited  above  it  is  not  at  all  certain  that  Christ 
had  mustard  seed  in  His  hand,  or  that  He  referred  to  a 
particular  man  or  field ;  nevertheless  this  was  object- 
teaching.  There  is  a  right  and  a  wrong  way  of  using 
objects  ;  but  with  many  teachers  the  practice  is  much 
abused  by  unwise  application.  It  must  be  laid  down  as 
a  basic  principle  that  no  object  should  ever  be  used  in 
teaching  for  the  mere  purpose  of  using  an  object.  Any 
sort  of  object  teaching  which  leaves  in  the  mind  the 
memory  of  the  object  instead  of  that  of  the  lesson  taught, 
is  a  damage  rather  than  a  help.  A  child  went  home  from 
the  Sunday-school  and  said  to  his  mother,  ♦*  I  don't  think 
much  of  Jesus  any  more  ;  He's  nothing  but  a  pasteboard 
man."  The  teacher  had  evidently  pinned  a  picture  of 
Christ  to  the  wall  or  blackboard  and  had  not  been  careful 
to  explain  that  it  was  nothing  but  a  picture ;  she  had 

204 


The  Blackboard  and  Object  Teaching     205 

actually  taught  that  Christ  was  a  pasteboard  man,  though 
she  did  not  realize  that  she  was  doing  so.  In  a  conven- 
tion of  Sunday-school  workers  we  heard  a  speaker  say : 
"  These  are  the  twelve  apostles  and  this  one  is  Judas." 
She  pointed  to  twelve  sticks  stuck  up  in  the  sand,  one  of 
which  was  painted  black.  Wooden  apostles  and  clothes- 
pin angels  have  done  duty  long  enough  ;  nevertheless 
there  is  a  power  in  the  right  and  wise  use  of  objects 
which  we  have  little  realized. 

Object  Teaching  Scientific.  We  are  told  by  those 
who  are  experts  in  this  specialty  that  the  optic  nerve  is 
the  largest  and  most  sensitive  nerve  entering  the  brain, 
the  seat  of  intelligence.  Indeed,  some  go  so  far  as  to 
say  that  we  learn  four  times  as  much  through  the  eye 
as  through  all  the  other  senses  combined. 

Object  Teaching  Effective.  Many  of  our  best  edu- 
cators have  for  a  long  time  claimed  that  a  child  will  learn 
more  up  to  seven  years  of  age  than  he  will  learn  in  all 
his  life  from  that  age  on.  This  is  largely  due  to  his  use 
of  the  sense  of  sight  He  learns  innumerable  things  that 
are  never  found  in  books.  He  learns  that  an  animal 
moves  and  a  tree  stands  still,  that  a  cow  is  larger  than  a 
cat,  that  chalk  is  white  and  ink  is  black :  he  learns  the 
relation  of  things  to  things.  This  sounds  absurd  ;  but  all 
these  things  must  be  learned ;  and  they  are  all  learned 
through  the  eye.  The  sight  is  used  sometimes  as  the 
sum  of  all  the  other  senses.  For  instance,  when  after 
you  have  puzzled  your  brain  over  a  mathematical  prob- 
lem which  you  could  not  solve,  a  few  words  from  your 
teacher  lifted  the  cloud,  you  will  remember  that  you  said, 
"  Oh,  I  see  !  "  You  meant  that  you  understood  ;  the  ex- 
pression used  not  referring  especially  to  the  sense  of  sight. 


2o6       How  to  Conduct  a  Sunday  School 

This  only  illustrates  the  thought  that  unconsciously  we 
regard  this  sense  as  the  most  important. 

Object  Teaching  Approved  in  the  Bible.  Both  Old 
and  New  Testaments  are  full  of  it.  One  thing  is  com- 
pared with  another,  and  familiarity  with  the  one  helps  to 
give  a  right  impression  of  the  other.  Any  one  who  will 
look  through  the  Bible  with  this  thought  in  mind  will  be 
astonished  beyond  measure  to  find  how  many  different 
objects  are  used  as  a  means  of  instruction.  They  include 
almost  every  animal  you  can  think  of,  as  dove,  camel, 
coney,  calf,  bee,  ant,  moth,  sparrow,  dog,  horse,  sheep, 
goat.  They  include  many  plants  and  fruits  and  eatables, 
as,  for  example,  butter,  honey,  apples,  oil,  bread,  water, 
wine,  Hly,  grass,  vine,  salt.  We  find  also  reference  to 
many  parts  of  the  human  body,  as  the  head,  hand,  feet, 
heart,  eye,  ear,  teeth,  hair,  tongue,  bones,  marrow,  bowels. 
Some  of  the  more  notable  objects  mentioned  in  the  Bible 
are  the  brazen  serpent,  the  passover,  the  pillar  of  fire,  the 
pillar  of  cloud,  the  burning  bush,  the  rainbow,  the  fleece, 
the  tabernacle  and  its  furniture,  etc.,  etc.  The  list  is 
almost  endless.  Parables  are  examples  of  object  teaching 
in  the  truest  sense ;  '*  and  without  a  parable  spake  He 
not  unto  them." 

The  Use  of  Objects  Approved  in  Secular  Teaching. 
Every  schoolroom  is  a  proof  of  this.  You  will  find  there 
maps,  charts,  pictures,  globes,  blocks,  manikins,  black- 
boards, plaster  casts,  and  the  like.  No  schoolroom  would 
be  considered  modern  or  in  any  wise  up-to-date  that  was 
not  well  supplied  with  these  things. 

Object  Teaching  Practical.  Anybody  can  use  objects 
if  he  will  use  good  judgment.  The  one  method  of  object 
teaching  which  is  the  most  convenient  and  indeed  the 


The  Blackboard  and  Object  Teaching     207 

most  practical  in  any  Sunday-school  is  the  blackboard. 
Any  person  can  use  the  blackboard  if  he  will  mix  brains 
with  his  chalk.  The  simplest  work  is  the  best  work. 
The  work  which  is  done  in  the  presence  of  the  school, 
crude  as  it  may  be,  is  far  more  effective  than  more  artistic 
or  elaborate  work  done  beforehand.  Do  not  attempt  to 
draw  finished  pictures  on  the  blackboard  ;  use  the  simplest 
sort  of  landscape  outlines  ;  on  no  account  undertake  to 
draw  faces  or  animals  in  the  presence  of  the  school. 
Some  one  has  wisely  said,  "  If  you  cannot  draw  on 
the  blackboard,  draw  on  your  imagination."  For  in- 
stance, here  is  a  man  and  a  boy  (  |  j  ) ;  you  do  not  need 
to  label  either  one  of  them ;  your  scholars  will  quickly 
determine  which  is  the  man  and  which  the  boy.  The 
blackboard  is  useful  for  many  purposes.  The  numbers 
of  the  hymns  for  the  day  may  be  written  on  it  and  thus 
the  time  used  in  announcement  may  be  saved.  Many 
use  the  blackboard  to  display  the  reports  of  the  day ; 
this  is  called  the  visible  report.  Time  is  saved  thereby, 
while  everybody  is  able  to  see  the  report  for  that  day  at 
a  glance.  A  man  with  a  blackboard,  and  a  piece  of 
chalk  in  his  hand  can  hold  an  audience  a  long  time 
whether  he  makes  a  mark  on  the  board  or  not,  pro- 
vided he  makes  a  motion  occasionally  as  if  he  were 
going  to.  The  simplest  use  of  the  blackboard  is  the 
best  use.  No  line  should  ever  be  made  which  cannot 
be  seen  from  all  parts  of  the  room.  Our  purpose  here 
is  to  give  a  few  illustrations  that  may  be  helpful  by  way 
of  suggestion. 

Use  your  blackboard  for  maps.  The  best  map  is  an 
outline  map.  The  ordinary  printed  maps,  especially 
those   in  the  quarterlies  and  many  used  for  wall  pur- 


2o8        How  to  Conduct  a  Sunday  School 

poses  are  so  filled  up  with  the  names  of  towns  and 
rivers  and  mountains  and  lakes  that  you  can  scarcely 
find  what  you  want.  A  few  bold  strokes  on  the  black- 
board and  you  have  a  map.  It  may  not  be  accurate ; 
but  it  will  answer  the  purpose  of  the  best  map  you  can 
buy.  The  accompanying  map  can  be  drawn  in  less  than 
half  a  minute  and  will  answer  every  purpose  for  a  map 
of  the  Holy  Land.  The  superintendent  should  practice 
until  he  can  draw  this  map  while  he  talks. 


The  Blackboard  and  Object  Teaching     209 
A  few  other  illustrations. 


The  Picture  Guess  Review  affords  an  admirable  op- 
portunity for  the  use  of  the  blackboard.  Draw  a  picture 
frame  upon  your  board  and  then  imagine  a  pic- 
ture in  it.  Describe  the  picture  to  the  school  and  ask 
them  to  tell  what  it  is.  We  have  found  this  very  helpful 
indeed.  For  instance,  suppose  the  superintendent  should 
say,  "  This  is  my  imaginary  picture.  I  see  a  house  in  a 
town.  People  are  crowding  about  the  house  so  that  I 
cannot  see  the  lower  part  of  it  at  all.  They  seem  to  be 
trying  to  get  into  the  house,  and  they  are  looking  over 
the  shoulders  of  those  in  front.  Something  very  interest- 
ing must  be  going  on  in  there.  On  one  side  of  the 
house,  outside,  is  a  stairway.  On  the  house-top  I  see 
four  men  looking  down  through  a  hole  in  the  roof. 
They  seem  to  be  greatly  interested  in  what  they  are 
witnessing."  This  is  enough  for  the  description  ;  then 
ask  questions  of  the  school :  Why  has  this  crowd  as- 
sembled ?     Who  is  there  inside  who  attracts  so  much  at- 


210        How  to  Conduct  a  Sunday  School 

tention  ?  What  has  He  been  doing  there  ?  What  are 
the  four  men  doing  ?  Whom  did  they  bring  ?  Why  ? 
Why  did  they  not  enter  through  the  door?  What  did 
the  Great  Physician  do  to  the  man  whom  they  brought  ? 
How  did  the  man  who  was  healed  show  his  gratitude  ? 
Not  all  lessons  will  yield  to  this  kind  of  treatment,  but 
as  a  rule  those  which  may  be  called  descriptive  lessons 
will. 


This  little  illustration  given  me  by  Dr.  Schauffler  can 
be  used  to  emphasize  the  necessity  of  being  on  the  right 
track.  It  is  known  that  the  railroad  tracks  in  a  union 
station  are  close  together  and  parallel.  Apparently  they 
go  in  the  same  direction.  As  a  matter  of  fact,  however, 
after  the  trains  leave  the  station,  one  may  go  north  and 
another  south.  If  a  man  wants  to  go  north  he  must  be 
very  careful  to  get  on  the  train  which  goes  north.  It 
will  not  do  to  say,  "  This  other  train  is  headed  in  the 
same  direction,"  for  it  may  travel  in  a  different  direction 
altogether  after  it  leaves  the  station.  This  makes  an  im- 
pressive lesson  ;  we  all  appear  to  be  travelling  in  the  same 
direction ;  we  come  into  the  world  as  infants,  have  many 


The  Blackboard  and  Object  Teaching     21 1 

experiences  in  common,  arrive  at  old  age  and  die, — these 
are  the  common  experiences  of  all ;  but  the  Bible  teaches 
us  that  the  ways  part  at  the  grave  and  that  those  who 
have  served  God  are  taken  home  to  live  with  Him,  and 
those  who  have  not  served  God  are  separated  from  Him. 
It  makes  a  great  difference  whether  we  are  on  the  right 
track  or  on  the  other  one. 


The  prayer  chain  is  beautifully  explained  in  this  sim- 
ple illustration : — There  are  three  links  in  this  prayer 
chain.  Cornelius  is  praying  at  Csesarea ;  that  is  one-half 
of  a  link.  God  answers  him  and  tells  him  what  to  do ; 
that  is  the  other  half  of  the  same  link.  Peter  is  praying 
in  Joppa  ;  that  is  one-half  of  a  link.  God  tells  him  what 
to  do  when  certain  people  call  for  him ;  that  is  the  other 
half  of  that  link.  Cornelius  does  what  God  tells  him  to 
do,  sends  for  Peter;  that  is  one-half  of  the  third  link. 
Peter  does  what  God  tells  him  to  do ;  that  is  the  other 
half  of  this  link.  Thus  the  prayer  chain  is  complete,  and 
we  discover  that  the  shortest  way  from  one  heart  to 
another  is  oftentimes  by  way  of  the  throne  of  God. 

There  are  numerous  methods  of  using  the  blackboard. 


212   How  to  Conduct  a  Sunday  School 

If  lettering  is  done,  as  a  rule  it  should  be  printed  rather 
than  written,  especially  if  it  is  to  be  read  across  the 
room ;  writing  will  do  only  for  a  small  class-room.  The 
blackboard  should  not  be  filled  up  with  printing  or  writ- 
ing either;  the  less  you  can  put  upon  it  the  better, 
provided  you  make  the  truth  plain.  Acrostics  are  some- 
times used  with  good  effect.  Coloured  chalks  are  help- 
ful ;  avoid  the  heavy  colours  such  as  deep  blue,  brown, 
etc.  The  most  useful  colours  are  red  and  yellow,  some- 
times green,  but  as  a  rule,  use  more  white  than  anything 
else. 

I  saw  Mr.  E.  A.  Fox  of  Kentucky,  use  this  illustration 
on  one  occasion  with  good  effect.  He  was  trying  to  teach 
that  the  best  way  to  get  rid  of  a  bad  habit  was  to  get 
rid  of  it  all  at  once,  and  not  a  little  at  a  time.  He  wrote 
the  word  habit  on  the  board  thus : 


HABIT 

He  then  erased  the  H  and  said  ''you  have  A  BIT 
left "  ;  he  then  erased  the  A  and  said,  "  you  still  have  a 
BIT  " ;  he  then  erased  the  B  and  said  "  you  still  have 
IT " ;  then  putting  the  whole  word  upon  the  board 
again  he  erased  it  all  at  once.  Those  who  saw  this  will 
not  forget  its  lesson. 

However,  the  blackboard  is  not  the  only  means  of  ob- 
ject-teaching. For  the  purpose  of  suggestion  only,  here 
are  a  few  illustrations.  Take  a  piece  of  stiff  paper  and 
cut  it  in  two  on  the  zigzag  line : 


The  Blackboard  and  Object  Teaching      213 


This  can  be  used  to  illustrate  how  the  Old  and  New 
Testaments  fit  into  each  other.  For  example,  show  only- 
one  piece  of  the  paper,  explaining  that  the  angles  and 
corners  of  the  jagged  edge  might  represent  what  the 
Old  Testament  said  about  a  given  subject ;  then  produce 
the  other  piece  of  paper ;  these  angles  and  corners  are 
what  the  New  Testament  says  on  the  same  subject. 
Now  put  the  pieces  together  and  show  how  they  fit  into 
each  other.  For  example,  the  Old  Testament  says  that 
Christ  was  to  come ;  that  He  was  to  be  born  of  a  virgin  ; 
born  in  Bethlehem ;  would  be  a  man  of  sorrow ;  would  be 
crucified ;  no  bones  would  be  broken ;  would  be  buried 
rise  again  and  ascend  to  the  Father.  Turning  to  the 
New  Testament  we  find  that  each  of  these  things  did 
actually  happen.  This  proves  beyond  question  that  the 
Christ  of  the  New  Testament  was  the  Christ  of  prophecy. 
One  of  the  slips  of  paper  represents  the  Old  Testament 
and  the  other  its  fulfillment ;  they  fit  into  each  other  Hke 
the  two  parts  of  a  hinge. 

Other  Objects.  A  primary  teacher  showed  to  her  class 
a  beautiful  apple  with  a  small  rotten  spot  in  it.  After  call- 
ing attention  to  the  rotten  spot  she  laid  the  apple  on  the 
shelf  in  the  presence  of  the  class.     Sunday  after  Sunday 


214        How  to  Conduct  a  Sunday  School 


she  took  it  down  and  showed  the  class  how  the  spot  had 
grown,  until  finally  the  apple  was  all  bad.  Then  she 
made  the  application,  that  the  evil  in  the  heart  would 
grow  like  that  unless  it  was  taken  out ;  and  she  showed 
them  the  only  way  by  which  it  could  be  taken  out. 

A  burnt  stick  shows  the  influence  of  bad  companions 
and  bad  reading.  It  is  impossible  to  take  hold  of  it 
without  being  soiled. 

Petrified  wood  is  made  what  it  is  by  its  surroundings. 

The  attractiveness  of  sin  and  the  difficulty  of  extricating 
one's  self  from  it  may  be  shown  by  a  piece  of  fly  paper. 

The  only  way  to  put  life  into  a  dead  coal  is  to  put  it 
by  the  side  of  a  live  one.  This  shows  the  power  of  a 
bad  example  or  a  good  one. 

Take  two  candles  lighted,  one  a  very  short  one  and  one 
a  very  long  one.  These  represent  the  Christian  hfe ;  the 
long  candle  represents  the  boy  and  the  short  one  the  old 
man.  The  boy  has  longer  to  shine  than  the  man,  thus 
illustrating  the  advantage  of  becoming  a  Christian  in 
youth.  The  following  design  illustrates  this  point  ad- 
mirably : 


S    li 


0GE  OF  ACCEPTING  CHRIST  AND 
PROBABLE  YEARS  OF  USEFULNESS 


THEREAFTER 


f     II    ft  f]    i^    ^ 


75        eOYSS. 


»  I920253038^«50         55         6065r0         75 

QiGURES  BEL0W  THE  CANDLES  REPRESENT  THE  AGE  OF  ACCEPTING  CHRIST 
FIGURES  AIDNGSIDE  THE  CANDLES  SHOW  THE  LENGTH  OF  UFE  THAT  MAT 
BE  EXPECTED  TO  FOLLOW  BASED  ON  UFE  INSURANCE  ACTUARIES  TBBLES 

An  early  DEDSION  means  just  so  many  more  years  OF  CHRISTIAN  SERVICE 


The  Blackboard  and  Object  Teaching     2 1  5* 

A  sensitive  plate  may  illustrate  the  power  of  first  im- 
pressions. A  plate  can  be  made  ready  for  the  camera  by 
the  photographer  in  a  dark  room  and  securely  wrapped 
in  a  box.  Hold  up  the  box  and  tell  what  is  in  it  and  the 
condition  of  the  plate.  Explain  that  the  moment  the 
Hght  strikes  it  the  plate  is  spoiled  for  a  picture  because  it 
was  not  exposed  under  right  conditions  ;  if  it  had  been  it 
would  have  reproduced  a  beautiful  picture  of  the  boy  or 
girl  who  was  placed  before  it. 

An  electrotype  was  once  a  soft,  plastic  metal  when  it 
was  in  a  heated  state ;  now  it  is  fixed  and  cannot  be 
changed,  illustrating  childhood  and  its  plasticity. 

Christ's  power  to  draw  men  to  Himself  may  be  repre- 
sented by  the  magnet.  Many  beautiful  illustrations  can 
be  made  from  this  little  toy.  For  instance,  one  piece  of 
metal  drawn  by  the  magnet  will  draw  another  because  it 
has  now  the  power  of  the  magnet.  Small  nails  are  good 
to  use  here.  A  very  small  nail  drawn  by  the  magnet 
will  draw  a  larger  one.  A  child  may  sometimes  draw 
his  father  or  mother  to  Christ.  An  old,  rusty  nail  yields 
very  slightly  to  the  drawing  power  of  the  magnet.  Men 
who  have  been  long  in  sin  are  hard  to  draw,  yet  Christ 
can  draw  them.  A  very  pretty  illustration  is  to  place  a 
magnet  on  one  side  of  a  sheet  of  paper  and  a  cambric 
needle  on  the  other,  holding  the  paper  so  the  audience 
can  see  the  needle  but  not  the  magnet.  The  needle  will 
follow  the  magnet  as  it  is  moved  from  one  part  of  the 
paper  to  another,  yielding  to  the  influence  of  an  unseen 
power. 

Many  umbrella  handles  have  crooks  on  the  end  and 
look  as  though  they  were  made  of  roots.  This  is  actually 
true  and  it  is  done  we  are  told  in  the  following  manner. 


2i6        How  to  Conduct  a  Sunday  School 

A  certain  kind  of  shrub  which  sends  down  a  long  straight 
root  is  cultivated  for  the  purpose  of  making  umbrella 
handles.  When  they  arrive  at  a  certain  age  the  plants 
are  pulled  up  and  the  root  tied  in  a  knot.  They  are  then 
planted  again  and  allowed  to  grow  until  the  root  is  large 
enough  for  an  umbrella  handle.     The  lesson  is  obvious. 

The  power  of  habit  is  beautifully  illustrated  by  taking 
common  sewing  thread  and  wrapping  it  around  a  boy 
whose  arms  are  held  straight  down  by  his  sides.  Talk 
about  a  habit  winding  itself  around  a  boy.  It  may  be 
the  habit  of  swearing  or  the  use  of  tobacco.  Stop  oc- 
casionally and  ask  the  boy  to  break  the  thread.  He  will 
do  so.  Wind  more  thread,  it  is  more  difficult  to  break 
it.     Finally  he  cannot  break  it  at  all. 

The  leading  or  drawing  power  of  the  Holy  Spirit  is 
illustrated,  though  perhaps  in  a  very  imperfect  way,  as 
follows  : — Take  a  very  small  thread,  as  fine  as  you  can 
get.  Blindfold  a  boy  and  then  lead  him  about  the  room 
by  the  thread.  If  he  follows  as  you  draw  you  can  lead 
him  anywhere.  Let  him  stop  however  and  resist,  and 
the  thread  is  broken  ;  he  cannot  follow  because  he  does 
not  feel  your  drawing  any  more. 

A  lily  bulb  and  a  lily  shown  together  make  a  beautiful 
illustration  of  death  and  the  resurrection. 

Ordinary  building  blocks  can  be  used  very  effectively  to 
illustrate  the  building  of  character.  In  using  the  blocks 
you  might  put  one  or  two  in  irregularly  so  that  after  a 
while  the  wall  is  impaired  and  falls.  A  paper  block 
might  be  put  in,  which  the  weight  of  the  wall  will  press 
together,  causing  the  whole  to  fall  down.  Thus  weak 
places  in  our  character  are  sure  to  show  themselves 
sooner  or  later. 


The  Blackboard  and  Object  Teaching     217 

The  slimy  tracks  of  the  fish  worm  on  the  sidewalk 
after  a  shower  may  illustrate  the  effect  left  upon  the  mind 
by  reading  bad  books. 

For  a  capital  temperance  object  lesson  see  the  last 
illustration  in  the  chapter  on  temperance. 

A  Bottle  Illustration.  There  are  very  many  illustra- 
tions given  by  means  of  bottles  and  chemicals.  We  will 
give  but  one,  and  before  doing  so,  will  say  that  this  illus- 
tration is  ofttimes  objected  to  and,  if  used  at  all,  should 
be  used  with  great  care.  There  is  a  good  lesson  in  it  if 
wisely  used.  Have  a  pint  bottle  of  clear  glass  nearly 
full  of  pure  water.  Also  a  one  ounce  bottle  of  tincture 
of  iodine  and  an  ounce  bottle  of  saturated  solution  of 
hypo-sulphite  of  soda.  The  large  bottle  represents 
the  heart  of  a  little  child  before  consciously  doing 
anything  wrong.  A  few  drops  of  the  tincture  of  iodine 
will  stain  the  water.  This  may  represent  the  first  wrong 
thing  that  is  done.  When  one  has  done  wrong  once  it 
is  easier  to  do  wrong  again  ;  the  habit  grows.  Keep 
pouring  in  a  little  more  and  a  little  more  of  the  tincture 
of  iodine  until  the  contents  of  the  large  bottle  are  very 
black  and  ugly.  This  may  now  represent  a  man  grown 
up  in  a  sinful  life.  Ask  the  children  if  the  contents  of 
the  bottle  can  be  made  pure  and  clean  by  washing  the 
outside  of  the  bottle  ?  This  will  illustrate  that  we  need 
something  more  than  to  dress  up  and  look  respectable 
and  appear  clean  on  the  outside.  Such  verses  as  Psalm 
51:7  and  I  John  I  :  9  might  be  taught  in  connection 
with  this  illustration.  Explain  that  only  Christ  can  make 
the  heart  pure  and  clean.  When  we  take  Him  into  the 
life  and  heart  He  drives  out  the  sin  ;  they  cannot  stay  in 
the  same  heart  together  with  Him.     Then  pour  into  the 


2i8        How  to  Conduct  a  Sunday  School 

large  bottle  the  saturated  solution.  Explain  that  you  are 
using  a  figure  only  and  that  this  represents  the  effect  on 
the  life  of  taking  Christ  into  the  heart.  The  water  in  the 
large  bottle  will  return  immediately  to  its  natural  colour. 
Explain  now  that  this  represents  a  Christian  life  and  that 
a  Christian  can  withstand,  by  the  power  of  Christ,  the 
temptations  that  come  in  his  way.  Illustrate  again  by 
pouring  into  the  large  bottle  some  of  the  tincture  of 
iodine,  and  call  attention  to  the  fact  that  it  does  not  taint 
the  water  as  it  did  before,  because  there  is  something 
there  now  that  resists  its  power.  Jesus  in  the  life  en- 
ables us  to  resist  temptations  to  which  we  yielded 
before. 

A  freight-car  going  down  the  track,  having  been  de- 
tached from  the  engine,  goes  right  because  it  was  started 
right.  "  Train  up  a  child  in  the  way  he  should  go :  and 
when  he  is  old  he  will  not  depart  from  it." 

"  The  sparrows  on  a  telegraph  wire  are  very  busy  with 
their  chatter  but  wholly  unconscious  of  the  great  world's 
messages  that  are  passing  beneath  them  through  the  very 
wire  on  which  they  stand."  This  is  something  like  many 
churches  and  individuals  who  are  so  busy  with  their  own 
small  affairs  that  they  are  unconscious  of  the  great  move- 
ments of  the  church  and  of  the  world. 

A  Rose.  One  of  the  most  beautiful  illustrations  I  know 
of  is  given  with  a  large  rose — better  provide  two  roses, 
the  same  colour  and  size,  if  possible.  Let  them  be  red, 
with  good  stems.  Talk  to  the  children  about  the  rose  : 
refer  to  its  beauty,  how  it  grows,  its  sweet  odour,  and  its 
various  uses.  Tell  how  it  carries  jo}^  to  the  sick  room 
and  conveys  loving  messages  to  friends.  Then  dwell  on 
the  fact  that  only  God  can  make  a  rose.     A  man  may 


The  Blackboard  and  Object  Teaching     219 

plant  the  bush  and  care  for  it  but  he  cannot  make  the 
leaves  to  grow  nor  the  buds  to  bloom  ;  God  alone  can  do 
that.  Only  God  can  make  a  rose.  Repeat  the  sentence 
over  and  over,  "  Only  God  can  make  a  rose."  Then  be- 
gin to  remove  the  petals  one  by  one,  very  slowly,  drop- 
ping them  upon  the  floor  as  you  say,  "  but  any  one  can 
spoil  a  rose."  Repeat  over  and  over,  <•  Only  God  can 
make  a  rose,  but  any  one  can  spoil  a  rose."  Before  the 
rose  is  more  than  half  destroyed,  speak  of  life.  Explain 
what  you  mean  by  life  :  not  simply  putting  life  into  the 
body  but  making  our  life  what  it  ought  to  be.  Explain 
how  God  can  make  it  what  it  ought  to  be.  We  take 
Jesus  into  our  life  and  He  shows  us  the  way.  Then  say 
again  and  repeatedly,  "  Only  God  can  make  a  hfe,  but 
any  one  can  spoil  a  life."  Begin  again  to  remove  the 
petals  from  your  rose  as  you  say  again,  "  Only  God  can 
make  a  rose,  but  any  one  can  spoil  a  rose ;  only  God  can 
make  a  life,  but  any  one  can  spoil  a  hfe."  Explain  how 
the  life  may  be  spoiled  by  going  to  bad  places,  by  learn- 
ing to  drink  intoxicants,  by  using  tobacco,  by  lying,  by 
dissipation,  by  reading  bad  books,  by  going  into  bad 
company,  by  thinking  bad  thoughts,  etc.,  etc.  Give 
some  illustrations  of  spoiled  lives  resulting  from  these 
things,  all  the  while  continuing  slowly  to  remove  the 
petals  and  drop  them  upon  the  floor,  repeating  over 
and  over  as  you  do  so  at  every  opportunity,  "  Only 
God  can  make  a  life,  but  any  one  can  spoil  a  hfe." 
When  all  the  petals  are  gone  and  you  have  nothing 
but  the  stem  left,  hold  the  two  up  together — the 
stem  with  its  flower  all  spoiled  and  gone,  and  the 
other  stem  with  its  beautiful  flower,  and  ask  the  children 
which  they  would  rather  be  like,  the  spoiled  flower  or 


220        How  to  Conduct  a  Sunday  School 

the  perfect  flower.  The  appHcation  is  easily  made, 
and  the  children's  eyes  will  be  riveted  upon  you  from 
start  to  finish.  This  illustration  has  been  wonderfully 
blest  of  God. 


XIX 
THROUGH-THE-WEEK  ACTIVITIES  > 

The  Sunday-School  and  Social  Service.  The  Sun- 
day-school as  a  channel  for  social  service  will  strike  many 
as  a  new  idea.  And  yet  such  it  is.  Indeed,  it  is  coming 
more  and  more  to  be  regarded  as  one  of  the  very  best 
agencies  for  preaching  this  "  Gospel  of  Humanity." 
Quite  a  surprise  came  to  many  as  a  result  of  the  recent 
Men  and  Religion  Forward  Movement,  when  it  was  dis- 
covered that  there  was  scarcely  a  feature  exploited  by  the 
social-service  specialists  engaged  in  that  continent-wide 
campaign  which  was  not  already  being  effectively  carried 
on  in  the  Sunday-school,  chiefly  through  the  more  than 
forty  thousand  organized  classes  of  people  over  sixteen 
years  of  age. 

All  of  the  legitimate  through-the-week  activities  of  the 
Sunday-school  are  based  upon  the  commands  of  our 
Lord  as  found  throughout  His  teachings.  Fortunately 
we  are  not  left  in  uncertainty  as  to  what  His  command- 
ments are.  They  cover  every  kindly  act,  not  only  to 
those  whom  we  love,  but  also  to  strangers  and  enemies. 
In  dealing  with  the  fruits  of  Christian  character,  we  should 
not  overlook  the  roots  of  Christian  character.  The  giv- 
ing of  the  cup  of  cold  water  •'  In  His  Name  "  is  truly  a 

1  This  chapter  appeared  as  an  article  in  the  April,  19 13,  issue  of  the 
Ladies^  Home  Journal,  under  the  title  "  What  the  Sunday-School  Does 
During  the  Week,"  and  is  reproduced  here  with  the  permission  of  the 
Curtis  Publishing  Company. 

221 


222        How  to  Conduct  a  Sunday  School 

Christian  service,  but  we  must  not  forget  Who  it  is  that 
inspires  the  service.  The  difficulty  with  much  of  our 
present-day  social  service  is  that  the  emphasis  is  put  in 
the  wrong  place,  leaving  with  the  beneficiary  the  tend- 
ency to  kiss  the  hand  that  holds  out  the  refreshing  cup, 
with  never  a  thought  of  the  source  of  the  noble  impulse 
that  prompted  the  act  of  mercy. 

The  through-the-week  activities  of  the  Sunday-school 
naturally  fall  into  two  classes.  In  the  first  the  immediate 
purpose  is  pleasure  and  development ;  the  second  touches 
the  outside  world  in  helpfulness  and  service. 

Activities  for  Pleasure.  Along  the  lines  of  pleasure 
and  development  we  have  such  activities  as  socials, 
picnics,  excursions,  birthday  parties,  fagot  parties, 
"  roasts "  of  various  sorts  (corn,  clam,  apple,  marsh- 
mallow,  etc),  hay-wagon  rides,  moonlight  rides  on  the 
water,  and  overnight  and  week-end  camps. 

Sometimes  the  activities  take  the  form  of  entertain- 
ments, such  as  are  afforded  by  moving  pictures,  the 
stereopticon,  dramatic,  Hterary  or  debating  clubs,  lectures, 
story  hours,  declamation  contests,  practical  talks  by 
fathers,  mothers,  doctors,  nurses,  business  men,  etc.,  or  the 
exhibition  of  pets,  stamps,  coins  and  the  like.  Music 
lovers  will  organize  glee  clubs,  while,  of  course,  the  ban- 
quet has  a  large  place. 

Activities  for  Helpfulness.  Teaching  people  useful 
and  practical  things  is  exceedingly  common,  such  as 
sewing,  dressmaking,  millinery,  housekeeping,  care  of 
children,  care  of  plants,  carving,  modeling,  carpentry, 
painting,  drawing,  raffia  work,  hygiene,  first  aid  to  the 
injured,  care  of  animals,  and  vocational  talks  to  young 
men  and  young  women. 


Through-the-Week  Activities  223 

Then  there  are  those  activities  that  require  skill,  such 
as  wood  carving,  china  painting,  brass  and  iron  work, 
photography,  stenciling,  basketry,  clay  modeling,  drawn- 
work,  fancy  needlework  of  all  kinds,  and  even  gardening, 
often  including  window-gardening  and  contests  in  raising 
potted  plants  and  flowers.  Many  schools  give  packages 
of  flower  seeds  to  the  pupils,  with  the  understanding  that 
the  pots  of  blooming  plants  are  to  be  exhibited  at  a  given 
time.  Sometimes  the  seeds  are  sown  in  the  pots  in  the 
schoolroom,  with  appropriate  seed-sowing  exercises. 

But  the  feature  of  through-the-week  activities  that  has 
the  greatest  attraction  for  the  older  pupils  is  in  the  realm 
of  sports,  games  and  athletics.  All  the  indoor  games  are 
played,  from  the  simple  dominoes,  checkers,  etc.,  for 
which  game-rooms  are  often  provided,  to  the  more  active 
gymnastics,  calisthenics,  and  basket-ball.  Hundreds  of 
new  church  buildings  are  now  provided  with  gymnasiums, 
game-rooms,  reading-rooms  and  even  swimming-pools. 

The  Sunday-School  and  Games.  To  the  outdoor 
sports  and  games  there  seems  to  be  no  limit,  and  all 
tastes  may  be  satisfied.  The  "  hike  "  is  very  popular, 
especially  with  Boy  Scouts,  Boys'  Brigades,  and  all  kinds 
of  boys'  clubs.  Sometimes  these  take  the  form  of  nut- 
ting parties,  or  flower  or  specimen  parties,  and  are  often 
chaperoned  by  some  one  who  can  make  them  educational 
as  well  as  interesting. 

Then  there  are  fishing,  hunting,  swimming,  rowing, 
skating,  skeeing,  kite  flying,  bicycHng  ;  while  possibly  the 
most  popular  of  all  are  tennis,  golf,  hockey,  cricket  and 
football — and  our  own  national  game,  baseball. 

The  largest  amateur  baseball  organization  in  the  world 
is  connected  with  and  plays  under  the  direct  supervision 


224       How  to  Conduct  a  Sunday  School 

of  the  Sunday  School  Association  of  Chicago.  It  is  com- 
posed of  eleven  leagues  of  six  teams  each,  enrolling  about 
a  thousand  young  men,  none  of  whom  is  eligible  except 
upon  the  written  statement  of  the  pastor  and  superin- 
tendent of  the  church,  that  he  is  a  regular  member  of  the 
Sunday-school,  with  a  satisfactory  attendance  record. 
The  members'  names  are  enrolled  in  the  office  of  the 
Sunday  School  Association.  No  Sunday  playing  is  al- 
lowed and  no  profanity  ;  a  violation  of  these  rules  severs 
connection  with  the  league.  There  are  similar  Sunday- 
school  baseball  leagues  now  in  many  cities,  and  literally 
thousands  of  clubs  are  connected  with  and  controlled  by 
Sunday-schools. 

All  the  activities  mentioned  above  are  now  carried  on 
by  Sunday-schools,  and  are  regarded  as  entirely  in  keep- 
ing with  the  "  weightier  matters  "  of  the  school,  because 
they  help  to  develop  the  physical,  mental,  and  social 
sides  of  life.  They  go  far  to  convince  the  members  and 
friends  of  the  Sunday-school  that  real  religion  has  to  do 
with  bodies  as  well  as  with  souls.  There  is  also  an  ele- 
ment of  social  service  in  them,  for  their  influence  extends 
beyond  the  school  to  the  community. 

Along  educational  lines,  we  find  instances  of  schools 
providing  annual  scholarships  for  young  women  at  busi- 
ness colleges,  educating  a  girl  in  a  mountain  school, 
sending  a  young  man  through  medical  college,  support- 
ing a  boy  and  a  girl  in  a  foreign-mission  school,  paying 
the  tuition  of  a  young  man  at  college,  subscribing  for 
magazines  for  needy  people,  conducting  night  classes  in 
common-school  branches,  and  employing  good  musicians 
to  teach  music,  vocal  and  instrumental.  Free  employ- 
ment bureaus  are  carried  on  by  young  women  for  young 


Through-the-Week  Activities  225 

women  and  by  young  men  for  young  men,  and  lists  of 
boarding-houses  are  supplied  to  newcomers. 

Helping  the  Sick  and  Needy.  Helping  the  sick  ap- 
peals to  everybody.  One  Bible  Class  of  "  fire  laddies  " 
raised  the  money  and  built  an  auditorium  for  a  tuber- 
culosis camp.  Other  schools  send  flowers  to  the  sick, 
support  district  nurses,  conduct  fresh-air  camps,  pay  for 
hospital  operations,  support  families  while  the  fathers  are 
sick,  provide  invaUd  chairs  to  lend,  conduct  campaigns 
of  letter-writing  to  those  who  need  encouragement,  give 
automobile  rides  to  shut- ins  and  convalescents,  read  to 
the  sick,  old  and  blind,  provide  free  medical  attendance, 
conduct  free  dispensaries,  and  furnish  rooms  in  hospitals. 
One  Sunday-school  in  a  large  city  supports  a  pre-natal 
nurse  who  visits  among  the  very  poor  classes,  giving 
helpful  counsel. 

The  poor  we  have  with  us  always,  and  here,  too,  the 
gospel  of  the  helping  hand  is  preached.  The  needy  are 
systematically  sought  out  and  helped  by  thousands  of 
Sunday-schools.  Clothing  and  books  are  sent  to  the 
poor,  poor  mothers  are  gathered  on  holidays  for  dinner 
and  musical  entertainment,  coal  is  furnished,  blankets  are 
loaned,  the  rent  of  consumptives  is  paid,  entertainments 
are  held  on  lake  boats  as  they  dock,  for  the  benefit  of 
the  sailors.  One  school  sent  three  hundred  and  eighty- 
seven  dollars  to  a  home-mission  preacher  on  the  frontier 
for  clothing  and  supplies.  Others  help  to  build  orphan- 
ages, send  magazines  to  prisons  and  engine  houses, 
systematically  visit  poor-farms,  homes  for  the  friendless 
and  orphan  asylums,  furnishing  whatever  is  needed.  A 
Graded  Union  from  ten  schools  made  many  improve- 
ments in  a  local  jail.     One  men's  class  provides  homes 


226       How  to  Conduct  a  Sunday  School 

for  "  down  and  outs,"  furnishing  food,  shelter,  clothing, 
and  help  to  find  employment.  Another  men's  class  pays 
sick  and  accident  benefits  to  its  members.  Another  class 
looks  after  prisoners  whose  time  is  up,  finding  employ- 
ment ;  another  helps  prisoners  on  parole,  and  not  a  few 
cooperate  with  the  Juvenile  Court  in  the  care  of  boys 
and  girls. 

Community  service  is  but  one  form  of  social  service, 
and  we  discover  that  the  Sunday-school  is  a  blessing  to 
community  life.  We  find  schools  opening  free  reading- 
rooms,  teaching  English  to  foreigners,  establishing  cir- 
culating libraries  in  rural  communities,  conducting 
temperance  campaigns.  Organized  men's  classes  have 
voted  the  saloon  out  of  many  a  town.  Many  schools 
have  built  and  equipped  gymnasiums,  while  some  have 
established  Young  Men's  Christian  Associations  and 
Young  Women's  Christian  Associations. 

Other  activities  are,  cultivating  and  beautifying  the 
vacant  lots  of  a  town,  planting  vegetables  and  flowers, 
cutting  the  weeds  on  vacant  lots  and  by  roadsides,  em- 
ploying expert  story-tellers  in  public  places  for  the 
children,  arranging  for  concerts  and  stereopticon  enter- 
tainments in  the  open  air,  and  conducting  free  music 
classes. 

In  one  town  the  Sunday-schools  conducted  a  Fourth 
of  July  picnic  with  games,  music,  etc.  Later  they  organ- 
ized for  open  discussion  of  civic  problems  and  studied 
the  book  "  Community  Service."  The  schools  of  another 
city  placed  five  thousand  Bibles  in  hotel  rooms,  one  in  a 
room. 

The  Call  of  the  Child.  But  nowhere  does  the  Sun- 
day-school show  its  fitness  to  help  more  plainly  than  in 


Through-the-Week  Activities  227 

its  dealings  with  children  and  institutions  for  children. 
It  would  be  impossible  to  enumerate  its  ministrations  in 
this  direction.  The  whole  world  answers  to  the  call  of 
the  child.  Girls  and  boys  are  supported  in  blind  asylums 
and  every  sort  of  children's  institution.  A  girls'  class 
clothed  the  children  in  a  poor  home,  another  supported 
two  orphans,  while  others  have  started  a  fund  for  a  hos- 
pital for  deformed  children,  dressed  dolls  for  crippled 
children,  provided  penny  entertainments  for  children, 
conducted  free  kindergartens,  established  public  play- 
grounds, pasted  scrap-books  of  picture  cards  for  children's 
wards  in  hospitals,  taken  a  car-load  of  children  to  the 
park  for  a  day's  outing,  and  given  a  holiday  dinner  to 
two  hundred  children. 

Sweetened  by  Service.  A  little  Sunday-school  near 
one  of  our  great  cities,  located  in  a  community  that  was 
stirred  up  by  bickerings  and  jealousies,  sought  some  way 
to  bring  about  a  better  condition.  The  way  was  found 
by  uniting  the  people  in  the  neighbourhood  in  service 
for  the  tenement-house  district  of  the  city.  The  women 
banded  together  in  a  sewing  society,  though  they  them- 
selves were  as  poor  as  many  of  the  people  they  sought 
to  serve.  Thus,  uniting  these  people  in  common  service 
for  others,  the  whole  neighbourhood  was  sweetened. 

The  Sunday-school  is  one  of  the  best  agencies  for 
social  service  because  it  is  found  everywhere,  no  other 
institution  being  so  near  to  all  the  people ;  it  is  prepared 
because  it  is  already  organized ;  it  is  economical  because 
no  new  buildings  are  required ;  it  is  ready  because  it  lives 
the  year  round  and  is  always  at  its  post ;  it  is  strong  be- 
cause it  represents  more  than  eighteen  million  members 
in  North  America  alone,  of  whom  probably  two  miUion 


228       How  to  Conduct  a  Sunday  School 

and  a  half  are  men ;  it  is  efficient  because  it  is  equipped 
with  earnest  workers,  and  in  its  sympathies  needs  only  to 
enlarge  upon  its  policy  of  helpfulness. 

The  day  is  not  far  distant  when  the  Sunday-school  will 
have  the  rating  it  deserves.  And  when  that  day  comes, 
we  shall  realize  what  now  by  many  is  but  faintly  sus- 
pected :  that  the  Sunday-school  is  the  church's  best 
channel  for  social  service,  the  community's  best  leavener 
for  good,  and  the  nation's  best  good-citizenship  builder. 
And  the  reason  is  not  difficult  to  discover.  The  Saviour 
of  men's  souls  and  the  Saviour  of  men's  bodies  is  one — 
the  matchless  Christ. 


XX 

TEMPERANCE  DAY  AND  HOW  TO  USE  IT 

Four  times  a  year  we  have  a  temperance  lesson  and  to 
many  superintendents  Temperance  Day  is  a  bugbear. 
This,  however,  is  usually  because  there  has  been  no  prep- 
aration for  it.  It  has  not  been  anticipated  far  enough  in 
advance. 

Ways  to  Use  Temperance  Sunday.  Always  have  a 
plan  for  Temperance  Day,  and  the  day  will  soon  become 
one  of  the  most  interesting  in  the  quarter.  Do  not  wait, 
however,  until  Temperance  Sunday  to  begin  teaching 
temperance.  We  should  keep  our  eyes  open  continually, 
and  use  temperance  illustrations  whenever  appropriate, 
whether  in  the  lesson  or  not,  provided  they  do  not  inter- 
fere with  the  lesson  of  the  day.  One  who  is  looking  for 
temperance  illustrations  will  find  plenty  of  them.  Our 
purpose  in  this  chapter  is  to  suggest  ways  in  which 
Temperance  Sunday  may  be  observed  in  the  Sunday- 
school. 

1.  Conduct  the  school  in  the  usual  way,  using  the 
temperance  lesson  assigned,  together  with  appropriate 
music  and  remarks  in  the  opening  and  closing  exercises. 
This  is  perhaps  the  most  common  way  of  observing 
Temperance  Day. 

2.  Have  appropriate  opening  and  closing  exercises, 
using  the  regular  temperance  lesson  of  the  day,  but  have 

229 


230       How  to  Conduct  a  Sunday  School 

it  taught  from  the  platform  to  the  whole  school  or  to  the 
various  departments  if  they  have  separate  rooms.  The 
changing  of  the  regular  exercises  of  the  school  will  of 
itself  attract  attention  to  the  fact  that  there  is  something 
unusual  planned  for  that  day. 

3.  Open  with  appropriate  general  exercises ;  but,  in- 
stead of  teaching  the  lesson,  have  an  address  by  some 
strong  temperance  specialist.  The  school  may  be  closed 
in  the  usual  manner. 

4.  Instead  of  the  regular  exercises  of  the  school  use 
one  of  the  specially  prepared  temperance  exercises,  to 
be  had  of  the  supply  and  denominational  houses,  the 
Woman's  Christian  Temperance  Union,  and  other  sources. 
*«  A  Boy  in  the  Bible  and  Another  Boy,"  by  Mrs.  Stevens, 
is  capital,  and  there  are  many  other  exercises  of  great 
value.  These  exercises  give  us  a  world-wide  view  of  the 
temperance  subject.  They  enable  us  to  study  it  from 
the  broad  view-point  instead  of  the  narrow  one.  You 
may  ask  the  boys  and  girls  to  sign  the  pledge ;  but  you 
ought  to  get  them  to  realize  the  position  they  occupy 
in  relation  to  the  whole  world,  and  teach  them  that  it 
will  be  not  only  a  benefit  to  them  personally,  but  to  the 
world  itself.  Reference  should  often  be  made  in  the 
Sunday-school  to  the  temperance  movements  of  the 
world.  Tell  the  story  of  how  our  own  Congress  passed 
a  law  prohibiting  the  sale  of  firearms  and  liquor  in  the 
New  Hebrides,  greatly  to  the  joy  of  the  old  missionary 
John  G.  Paton  ;  tell  how  his  heart  was  breaking  because 
his  forty  years  of  work  there  was  being  destroyed  by  the 
importation  of  drink  from  our  own  country,  though 
England  had  repeatedly  refused  to  sell  it  to  them.  There 
is  a  leaflet  published  by  Congress  which  is  an  extract 


Temperance  Day  and  How  to  Use  It     231 

from  a  speech  by  Senator  Gallinger,  wherein  is  given 
the  testimony  of  many  physicians  on  the  effects  of  beer. 
One  of  the  best  temperance  documents  in  print  is  the 
address  given  by  Congressman  Richard  P.  Hobson  on 
"  The  Great  Destroyer."  It  may  be  had  for  the  asking 
from  your  member  of  Congress.  Another  very  forceful 
illustration  is  a  leaflet  entitled  "  The  Story  of  an  Alcohol 
Slave  as  Told  by  Himself."  This  appeared  in  McClures 
Magazine  in  August,  191 2.  It  may  be  obtained  from 
your  General  Secretary.  These,  and  many  others  which 
are  now  put  out,  may  be  used  with  good  effect  on  Tem- 
perance Day. 

It  is  interesting  to  know  of  what  is  called  the  *•  Zone 
de  Prohibition  "  in  Africa,  where  sixteen  nations,  in  a 
vast  territory  reaching  from  one  sea  to  the  other,  have 
banded  together  to  protect  the  people  from  alcohol. 

5.  Use  the  Temperance  Pledge  Card.  I  am  aware 
there  are  some  who  do  not  believe  in  pledges  ;  I  do. 
The  positive  pledge,  however,  is  preferable  to  the  nega- 
tive one.  Instead  of  asking  the  scholars  not  to  do  a 
thing,  ask  them  to  do  something.  It  is  a  good  thing  for 
anybody  to  sign  a  card  which  says,  "  I  will  not  be  a 
drunkard  ; "  it  is  a  great  deal  better  to  sign  a  card  which 
says,  '*  I  will  do  all  I  can  to  keep  myself  and  others  from 
being  drunkards."  One  of  the  pledges  which  has  been 
greatly  blessed  is  called  "  A  Declaration  of  Independ- 
ence." Its  wording  is  as  follows  : — "  For  love  of  Christ 
and  country  I  hereby  make  my  declaration  of  independ- 
ence against  King  Alcohol ;  I  pledge  myself  never  to  use 
intoxicating  liquor  as  a  drink,  and  I  promise  to  do  all  I 
can  to  end  the  drink  habit  and  the  liquor  traffic."  The 
original  of  this  pledge  was  painted  in  St.  Louis  by  a 


232        How  to  Conduct  a  Sunday  School 

drinking  man,  and  he  was  the  first  one  to  sign  the  pledge 
containing  these  words. 

The  Lincoln  and  Lee  Pledge,  which  is  now  largely 
used,  is  as  follows  :  "  Whereas,  the  use  of  intoxicating 
liquors  as  a  beverage  is  productive  of  pauperism,  degrada- 
tion, and  crime ;  and  believing  it  is  our  duty  to  discour- 
age that  which  produces  more  evil  than  good,  I  therefore 
pledge  myself  to  abstain  from  the  use  of  intoxicating 
liquors  as  a  beverage." 

The  pledge  adopted  by  the  International  Sunday  School 
Association,  and  now  being  vigorously  pushed  through- 
out the  Sunday-schools  of  North  America,  is,  to  my 
mind,  far  better  than  either  of  the  pledges  suggested 
above.     It  is  as  follows  : 

"  That  I  may  give  my  best  service  to  God  and  to  my 
fellowmen,  I  promise  God  and  pledge  myself  never  to  use 
Intoxicating  Liquors  as  a  drink,  and  to  do  all  I  can  to  end 
the  Drink  Habit  and  the  Liquor  Traffic." 

It  is  a  good  thing  to  have  a  large  copy  of  the  pledge 
hung  in  the  schoolroom.  Pledge-signing  is  much  more 
popular  now  than  it  ever  was  before,  and  thousands  of 
schools  are  endeavouring  to  pledge  their  pupils  to  total 
abstinence.  This  is  largely  because  of  the  increased 
interest  in  the  subject  of  temperance.  The  day  is  fast 
approaching  when  the  saloon  will  be  abolished  from 
American  soil. 

We  recommend  that  the  names  of  all  pledge  signers 
be  kept  in  permanent  form.  In  some  schools  the  pledge 
cards  are  strung  together  with  coloured  ribbons  and  used 
to  decorate  the  room  on  temperance  day.  Many  schools 
print  their  pledges  on  different  coloured  cards,  red,  white, 
and  blue,  and  then  attach  them  to  canvas  in  such  a  way 


Temperance  Day  and  How  to  Use  It     233 

as  to  make  an  American  flag.     Any  flag  could  be  made 
of  the  same  cards  provided  these  three  colours  were  used. 

6.  It  is  sometimes  desirable  to  have  a  union  rally  of 
the  schools  in  your  town  or  neighbourhood  on  the 
World's  Temperance  Sunday,  which  falls  in  November 
of  each  year.  At  that  time  it  is  well  to  have  some  good 
speakers  present.  The  schools  should  meet  en  masse  and 
sing  appropriate  music  and  have  appropriate  exercises 
throughout.  These  meetings  create  a  large  interest.  I 
would  not  recommend  them  every  quarter,  but  certainly 
on  the  annual  temperance  day  this  method  might  be  used 
with  profit.  In  one  such  meeting  there  were  four  men 
who  spoke.  The  first  was  a  merchant ;  the  second  a 
judge ;  the  third  a  physician  ;  the  fourth  a  coroner.  They 
each  laid  stress  upon  the  importance  of  total  abstinence 
from  different  standpoints :  the  industrial,  the  criminal, 
the  hygienic  and  medical,  while  the  coroner  referred  to 
many  whose  bodies  came  to  him  as  the  result  of  intem- 
perance. 

7.  Personal  illustrations  are  sometimes  very  helpful ; 
but  they  should  be  used  with  much  care.  One  superin- 
tendent of  whom  we  know  made  a  very  effective  talk  in 
his  Sunday-school  on  "  Thirty-five  men  of  our  town 
whom  I  have  known."  He  spoke  of  thirty-five  men,  not 
by  name,  however,  telling  how  one  after  the  other  went 
down  because  of  the  drink  habit.  There  are  times  when 
personal  applications  are  most  telling.  Nothing  is  more 
effective  than  a  timely,  local  illustration.  Seven  caskets 
lay  side  by  side  in  a  Baptist  church  in  our  city,  and  the 
minister  was  to  preach  the  funeral  sermons  of  seven  of 
his  own  young  people.  It  was  really  one  sermon.  These 
young  people  had  been  out  sailing  and  were  run  down 


234       How  to  Conduct  a  Sunday  School 

by  a  tug  and  drowned.  Why  ?  Because  the  man  in 
charge  of  the  tug  was  drunk.  No  wise  superintendent 
would  allow  an  opportunity  like  this  to  go  by  without 
enforcing  the  temperance  lesson  with  this  awful  illustra- 
tion. Personal  illustrations  are  plentiful ;  the  papers  are 
full  of  them,  and  you  do  not  need  to  go  out  of  your  own 
locality  to  see  them  with  your  own  eyes. 

8.  It  is  sometimes  well  to  use  illustrations  which  ap- 
peal to  the  eye.  Large  numbers  of  these  are  available. 
Two  lines  may  be  drawn  on  the  blackboard,  one  repre- 
senting the  churches  and  another  representing  the  saloons, 
giving  a  certain  number  of  inches  to  each  church  or  saloon 
showing  their  numerical  relation  to  each  other.  There 
are  also  chemical  illustrations  which  are  helpful,  as  well 
as  pictures  showing  the  effects  of  alcohol  upon  the  body. 
One  of  the  best  devices  I  know  of  is  the  following  : — Use 
different  coloured  ribbons  of  varying  lengths  to  represent 
the  amount  of  money  spent  annually  for  different  purposes. 
For  example,  the  annual  expenditure  in  the  United  States 
for  the  various  items  named  is  approximately  as  follows : — 

Foreign  Missionary  Work  -  $      17,000,000.00 

Chewing  Gum     -     -     -     -  25,000,000.00 

Pensions    ------  175,000,000.00 

Candy        ------  200,000,000.00 

Home  Church  Work     -     -  250,000,000.00 

Panama  Canal     -     -     -     -  400,000,000.00 

Public  Education      -     -     -  700,000,000.00 

Bread         ------  750,000,000.00 

Tobacco     ------  1,000,000,000.00 

Alcoholic  Liquor     -     -     -  2,000,000,000.00 

If  the  ribbon  representing  the  first  item  is  made  an 
inch  in  length,  then  the  ribbon  representing  candy,  for 


Temperance  Day  and  How  to  Use  It     235 

instance,  would  be  about  twelve  inches  long,  while  the 
ribbon  representing  the  drink  bill  would  be  nearly  ten  feet 
long.  This  is  a  very  telling  illustration  when  properly 
used.     Anybody  can  make  the  device. 

9.  Fix  your  temperance  teaching  in  song.  The  general 
exercises  of  the  school  can  be  changed  so  as  to  introduce 
a  number  of  temperance  songs.  As  a  rule,  one  will  re- 
member a  song  longer  than  a  lesson  taught.  One  song 
well  selected  and  used,  not  once  alone  and  then  discarded, 
but  used  over  and  over  so  that  it  identifies  itself  with  tem- 
perance Sunday,  has  an  excellent  influence.  I  asked  two 
temperance  specialists  what  song  above  all  others  they 
would  recommend  for  such  use.  They  both  gave  the 
same  answer,  though  neither  knew  what  the  other  had 
said.  The  song  they  recommended  was,  "  Yield  Not  to 
Temptation."  "  Have  Courage,  My  Boy,  to  Say,  *  No  '" 
is  also  a  good  song  for  such  purposes.  I  remember 
when  a  boy  learning  a  temperance  song  entitled,  "  The 
Cold  Water  Army." 

10.  There  should  be  in  the  Sunday-school  library 
some  temperance  books,  well  chosen,  appropriate,  and 
selected  especially  for  scholars,  while  there  should  be 
others  especially  for  teachers.  The  teachers'  books 
should  be  rather  of  a  reference  character  so  that  illustra- 
tions may  be  secured  from  them.  One  excellent  book  of 
this  kind  is  entitled  "  Protection  of  Native  Races  Against 
Rum  and  Alcohol."  "  Particeps  Criminis,"  *  by  Chap- 
man, is  an  awful  arraignment  of  the  legalized  liquor  in- 
terests and  should  arouse  to  action  everybody  who  reads 
it.  Many  other  good  books  might  be  named.  There 
are   prepared    now  a   large   variety  of  excellent  charts 

1  "  Particeps  Criminis,"  by  Chapman,  cloth  75c.     Revell. 


236        How  to  Conduct  a  Sunday  School 

which  may  be  had  without  much  expense.  They  illus- 
trate all  phases  of  the  temperance  question  and  the  drink 
habit,  dealing  with  it  from  scientific,  industrial,  and  moral 
standpoints.  Any  Sunday-school  will  do  well  to  supply 
itself  with  these  charts  and  have  them  ready  for  use 
upon  occasion. 

The  above  methods  of  observing  Temperance  Day  are 
given  as  suggestive  only.  It  is  desirable  to  have  variety 
and  not  to  observe  all  temperance  days  in  the  same 
fashion.  It  is  well  to  try  to  teach  temperance  in  your 
Sunday-school  so  that  the  boys  and  girls  themselves  may 
be  free  from  the  drink  habit ;  but  it  is  well  also  so  to  in- 
struct the  school  that  it  may  become  a  great  power  to 
free  the  world  from  the  curse  of  drink.  Gur  schools  have 
.an  influence  over  those  in  legislative  authority  and  should 
not  be  slow  to  exercise  it.  Many  a  temperance  measure 
has  been  carried  because  the  churches  and  Sunday-schools 
set  about  it  to  bring  the  proper  pressure  to  bear  upon 
their  legislators.  In  many  a  town  in  North  America  the 
saloon  has  been  voted  out  of  existence  chiefly  through 
the  agency  of  the  Christian  men  in  the  organized  Bible 
classes  of  the  Sunday-schools. 

The  Cigarette  Habit.  In  this  connection  the  cigarette 
habit  should  also  be  treated.  Not  long  ago  I  made  this 
announcement  in  our  own  school :  "  A  business  man  of 
our  city  asked  me  to  recommend  to  him  a  bright,  young 
boy,  who  should  enter  his  office  with  the  prospect  of 
working  up  to  a  secretaryship.  He  asked  me  if  we  had 
such  a  boy  in  our  school.  I  told  him  that  we  had  one 
such  boy  that  I  called  to  mind,  but  I  could  not  recom- 
mend him  because  he  was  a  cigarette  smoker."  One  of 
the  most  eminent  scholars  of  our  day,  a  man  who   is 


Temperance  Day  and  How  to  Use  It     237 

officially  connected  under  government  jurisdiction  with 
the  reformatories  for  boys,  made  the  statement  in  public 
in  my  hearing,  that  in  growing  boys  the  cigarette  habit 
was  often  more  harmful  than  drink,  and  that  the  habit  was 
more  difficult  to  overcome.  He  told  of  one  boy  who  pled 
to  be  released  from  a  certain  institution  and  admitted  to 
another  because  where  he  was  they  would  not  give  him 
tobacco  and  in  the  other  they  would.  The  only  way, 
however,  to  get  into  the  other  institution  was  through  a 
definite  crime.  This  lad  actually  killed  a  boy  in  the  re- 
formatory, and  when  asked  by  the  person  referred  to 
above  why  he  did  it,  said  that  he  guessed  now  they  would 
send  him  to  the  institution  where  he  could  get  tobacco. 

It  is  well  to  call  attention  to  the  closed  doors  of  fac- 
tories, and  business  houses  all  over  the  country  where 
cigarette  smokers  will  not  be  employed.  Thousands  of 
our  boys  are  ruining  themselves  with  these  "  coffin  nails," 
and  our  large  business  concerns  are  saying  plainly  that 
they  will  not  employ  cigarette  smokers  in  any  capacity. 
Several  states  have  by  legislation  prohibited  their  sale. 
On  the  following  page  is  given  an  illustration  which  ap- 
peared in  The  Sunday  School  Times^  and  is  used  with 
their  permission,  picturing  a  few  of  the  doors  which  are 
closed  to  the  cigarette  smoker.  The  article  referred  to 
was  written  by  Mrs.  Zillah  Foster  Stevens. 

On  a  certain  temperance  Sunday  the  writer  was  talking 
to  the  primary  children  of  his  school  urging  them  never 
to  take  the  first  drink.  Just  behind  him  sat  a  fine  look- 
ing man  with  a  kind  and  genial  face,  an  officer  in  that 
same  primary  department.  He  spoke  up  and  said : 
"  Tell  them  about  the  cigarette.  We  have  more  trouble 
with  children  smoking  cigarettes  than  from  any  other 


238       How  to  Conduct  a  Sunday  School 

Some  of  the  Many  Doors  That  Are  Closed  To-day 
Against  Smokers  of  Cigarettes 


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cause.  They  lead  to  all  that's  bad."  And  who  is  this 
man  and  why  this  caution  about  cigarettes  ?  He  is  at 
present  and  has  been  for  years  one  of  the  detectives  in 
the  employ  of  our  city.  He  knows  what  he  is  talking 
about.  Would  that  all  detectives  were  found  in  the 
Sunday-school,  and  would  that  all  of  us  were  doing  the 
valiant  work  for  God  that  this  same  detective  is  doing. 


XXI 

DECISION  (WITNESSING)  DAY 

Decision  Day  is  generally  understood  to  be  a  specific 
day  appointed  in  advance,  for  which  preparation  is  made, 
and  on  which  definite  efforts  are  put  forth  to  secure  de- 
cisions for  Christ  on  the  part  of  the  Sunday-school 
scholars.  Frequently  the  State  or  the  Provincial  Asso- 
ciation will  select  a  given  day  and  this  will  be  known 
everywhere  within  their  borders  as  Decision  Day.  At 
the  same  time,  of  course,  any  school  is  at  liberty  to 
observe  Decision  Day  whenever  it  chooses  to  do  so. 

That  there  is  great  need  of  securing  a  decision  for 
Christ  at  an  early  age  in  the  life  of  the  child  there  can  be 
no  doubt.  Speaking  generally  the  age  of  twenty  marks 
the  dead-line  ;  if  the  children  and  youth  are  not  brought 
to  Christ  before  that  time  the  chances  are  that  they  will 
not  be  brought  at  all. 

Objections.  There  are  those  who  object  to  Decision 
Day  for  various  reasons.  One  objection  is  that  its 
methods  are  too  mechanical.  This  is  an  objection  not 
altogether  without  foundation  and  it  should  receive  care- 
ful thought.  That  there  is  a  dangerous  tendency  towards 
mechanical  methods  no  one  can  doubt.  But  it  is  always 
easy  to  make  the  method  of  more  importance  than  the 
motive.  The  remedy  lies  largely  in  the  hands  of  the 
superintendent.  First,  he  should  not  postpone  all  efforts 
to  secure  immediate  decisions  because  there  is  a  Decision 

239 


240       How  to  Conduct  a  Sunday  School 

Day  coming ;  if  he  does,  the  chances  are  that  the  Deci- 
sion Day  will  amount  to  very  little  when  it  does  come. 
Then,  in  the  program  and  conduct  of  the  day  he  must  see 
that  there  is  no  rattle  of  machinery.  There  should  be 
reverence  and  the  awe  of  deaUng  with  souls.  The  sense 
of  eternity  should  subdue  the  movements  of  all  concerned. 
The  decision  must  be  aided  and  made  more  solemn  by 
the  program  and  the  method  followed. 

Another  objection  often  heard  is  that  every  day  should 
be  Decision  Day.  To  this  also  we  quite  agree.  But  is 
it  not  true  that  every  day  should  be  a  thanksgiving  day  ? 
Yet  we  are  not  prepared  to  drop  our  annual  Thanksgiv- 
ing Day  from  the  calendar.  Those  who  make  this 
objection  are  generally  silenced  by  the  question,  "  Is 
every  day  Decision  Day  in  your  Sunday-school  ? " 
However,  we  do  well  ourselves  to  endeavour  to  answer 
this  question  in  the  affirmative,  whether  we  observe  De- 
cision Day  or  not. 

To  my  mind.  Witnessing  is  a  better  word  than  Deci- 
sion and  more  clearly  defines  the  purpose  of  the  day. 
That  Decision  Day  is  the  best,  all  things  considered,  on 
which  decisions  previously  made  are  first  declared.  If  it 
is  known  a  considerable  length  of  time  in  advance  just 
when  Decision  Day,  or  Witnessing  Day,  is  to  be  ob- 
served, the  teachers  can  begin  by  personal  work  to 
secure  decisions  among  the  scholars.  The  atmosphere  of 
a  Sunday-school  class  does  not  always  lend  itself  to  deal- 
ing with  individuals.  It  is  by  far  better  to  be  alone  with 
the  scholar.  This  may  be  accomplished  at  the  scholar's 
home  or  at  the  teacher's  home  by  appointment,  if  the 
teacher  is  sufficiently  interested.  By  securing  decisions 
in  this  way  in  advance,  the  sometimes  just  criticism  of 


Decision  (Witnessing)  Day  241 

high-pressure  methods  and  also  of  immature  decisions,  is 
avoided.  When  two  or  three  in  a  class  are  deciding  for 
Christ,  it  is  easy  for  others  to  fall  in  line  and  do  the 
popular  thing,  sometimes,  however,  without  sufficient 
thought  and  consideration. 

A  Few  Suggestions.  /.  Do  not  make  rules.  What 
we  need  is  not  methods  but  men;  not  rules,  but  hearts  set 
on  fire.  It  will  not  do  to  be  mechanical  in  our  methods 
of  soul-winning.  Not  all  are  to  be  reached  in  the  same 
manner.  The  influences  which  will  bring  one  to  a  deci- 
sion will  have  no  effect  upon  another.  Not  all  of  our 
scholars  are  to  be  converted  in  the  same  manner. 
Samuel  was  dedicated  to  God  before  he  was  born  ;  Peter 
was  brought  in  by  his  brother ;  Paul  was  suddenly  ar- 
rested when  in  open  and  violent  rebellion  against  God  ; 
Cornehus  was  saved  in  answer  to  prayer  ;  the  jailer  in  a 
great  fright ;  and  Timothy  came  to  Christ  as  a  boy 
through  the  teaching  of  a  godly  mother.  It  is  altogether 
a  mistake  to  insist  that  anybody  shall  come  to  Christ  in  a 
given  way.  Of  course  there  should  always  be  the  sur- 
render of  the  heart  and  will  but  there  are  many  ways  of 
doing  this.  It  is  not  the  method  but  the  fact  that  we  arc 
to  seek. 

2.  The  Personal  Element.  God  pays  a  premium  for 
the  hving  teacher.  When  a  soul  is  to  be  warmed  into 
life,  God  plans  to  bring  a  living  soul  in  contact  with  it. 
The  gospel  enters  the  heart  not  so  much  by  words  as  by 
wedges  and  the  thin  edge  of  the  wedge  is  a  life.  The 
printed  page  is  good  ;  but  the  living  voice  is  better.  We 
see  Philip  at  the  command  of  God  hurrying  southward  to 
join  himself  to  the  Ethiopian  in  the  chariot.  The 
traveller  is  reading  a  choice  portion  of  God's  Word ;  but 


242       How  to  Conduct  a  Sunday  School 

he  needs  the  living  voice  of  a  Hving  teacher.  Then  it 
should  be  remembered  that  the  teacher  cannot  lead 
scholars  into  experiences  with  which  he  is  himself  un- 
familiar. 

Before  Decision  Day.  If  a  particular  decision  day  is 
to  be  observed,  it  should  be  appointed  some  time  in  ad- 
vance. Much  depends  on  the  preparation  that  is  made 
in  the  intervening  period.  The  pastor  and  superintend- 
ent must  work  together.  It  would  be  well  to  call  the 
teachers  together  frequently  and  lay  before  them  your 
purposes  and  plans.  There  should  be  much  prayer  and 
instruction  while  the  burden  of  soul-winning  is  laid  upon 
the  hearts  of  the  teachers  to  the  fullest  extent  possible. 
Both  pastor  and  superintendent  should  explain  to  the 
teachers  the  best  methods  of  using  the  Bible  in  soul- 
winning.  It  would  be  well  for  the  teachers  to  read  such 
books  as  "  Spiritual  Life  in  the  Sunday-School,"  "  In- 
dividual Work  for  Individuals,"  *•  Taking  Men  AHve," 
"  Studies  for  Personal  Workers,"  "  Recruiting  for  Christ," 
"  Second  Timothy  Two  Fifteen."  Several  of  these  books 
might  be  procured  and  passed  around  amongst  the  teach- 
ers to  read  before  Decision  Day.  A  proper  atmosphere 
must  be  created  in  the  school.  Shortly  before  the  day 
arrives,  the  pastor  might  preach  a  sermon  on  the  im- 
portance of  early  decision,  especially  laying  upon  the 
hearts  of  the  parents  their  obligation  to  their  own  chil- 
dren in  this  regard.  Conditions  will  need  to  be  studied 
very  carefully.  The  workers'  meeting  will  become  the 
place  of  conference  and  the  seat  of  power.  Indeed  almost 
everything,  so  far  as  human  agency  is  concerned,  depends 
upon  the  teachers  in  this  matter.  It  is  to  them  a  great, 
an   unusual  opportunity,  one  which  they  need  to  be 


Decision  (Witnessing)  Day  243 

helped  to  meet.  Let  the  teachers  take  unusual  pains  to 
get  close  to  their  scholars.  The  best  way  to  do  this  is 
by  a  personal  visit  in  which  they  may  express  their  deep 
interest  in  the  eternal  welfare  of  the  scholar.  If  the 
teacher  cannot  visit,  then  he  should  write  ;  and  he  can 
always  pray.  The  teacher  who  is  himself  right  with 
God,  and  who  is  really  anxious  for  the  conversion  of  his 
scholars  will  have  the  best  success.  There  will  need  to 
be  much  heart  searching  and  possibly  repentance  on  the 
part  of  the  workers  themselves,  for  only  clean  vessels  can 
bear  the  messages  of  God. 

I  would  not  announce  decision  day  at  any  time  in  the 
Sunday-school.  Superintendent  and  teachers  should  talk 
a  great  deal  about  decisions,  but  not  much  about  decision 
day.  When  the  school  opens  the  scholars  should  not 
know  that  there  is  concerted  action  to  this  particular  end 
throughout  the  room  ;  but  the  officers  and  teachers  should 
know  ;  the  scholars  will  soon  feel  it. 

On  Decision  Day.  If  possible  have  a  prayer  service 
before  the  beginning  of  the  school.  Open  the  school 
very  reverently  and  prayerfully,  avoiding  as  far  as  pos- 
sible all  items  of  business  and  anything  that  would  dis- 
tract attention.  Let  the  music  be  especially  appropriate 
and  familiar.  Have  more  prayer  than  usual  in  the  open- 
ing exercises.  If  the  regular  lesson  of  the  day  is  appro- 
priate, use  that ;  if  not,  use  something  else.  The  services 
should  be  cheerful,  yet  serious.  Pastor  and  superintend- 
ent might  both  speak  of  their  desire  that  souls  should  be 
saved.  Talk  plainly  and  lovingly.  Give  the  teachers 
ample  time  to  talk  with  their  scholars  and  see  that  they 
are  not  interrupted  on  any  account.  The  teacher  should 
have  large  faith  while  he  is  teaching — not  only  faith  in 


244        How  to  Conduct  a  Sunday  School 

God  but  faith  in  His  word  and  faith  in  his  pupils.  One 
reason  we  do  not  see  larger  results  is  because  we  do  not 
in  faith  expect  them. 

Do  not  use  wrong  motives.  Put  first  things  first.  Do 
not  give  the  scholars  the  impression  that  church  mem- 
bership is  the  end  of  all  your  work  ;  it  is  good,  but  it  is 
not  the  most  important  thing.  What  we  wish  to  secure 
is  their  decision  for  the  Lord  Jesus  Christ ;  then  all  of 
these  other  things  will  take  care  of  themselves.  Of  course 
we  wish  to  teach  towards  the  church  ;  the  scholars  when 
converted  should  all  become  members  of  the  church. 
This  should  be  made  plain,  for  it  is  very  important ;  yet 
it  is  not  the  first  thing  nor  the  most  important.  If  a  de- 
cision day  card  is  used,  the  teacher  will  do  well  to  keep 
the  signed  card  until  the  following  Sunday,  giving  the 
scholar  a  blank  card  to  take  home  so  that  he  may  know 
just  what  he  has  signed.  On  the  following  Sunday,  if 
the  scholar  is  still  of  the  same  mind  and  willing  to  go  for- 
ward with  his  profession,  the  card  may  be  surrendered  to 
the  superintendent. 

Let  me  say  again  that  the  Sunday-school  class  is  not 
the  best  place  to  do  personal  work  for  Christ.  While 
many  are  reached  in  that  way  the  conditions  are  far  from 
the  best.  As  a  rule,  teacher  and  scholar  should  be  alone. 
The  teacher  should  seek  such  opportunities  by  inviting 
the  scholars  to  his  home  one  at  a  time ;  or  calling  at 
their  homes,  or  meeting  them  elsewhere.  Many  a  soul 
has  been  won  for  God  by  an  earnest  word,  on  the  street, 
in  the  car,  across  the  counter,  but  not  usually  when  others 
are  present  listening  to  the  conversation.  One  fine  large 
class  of  which  I  know,  composed  of  about  forty  young 
men,  is  just  now  in  the  midst  of  a  very  interesting  ex- 


Decision  (Witnessing)  Day  245 

perience.  The  teacher  called  together  all  the  boys  of  the 
class  who  were  Christians  and  told  them  that  he  had 
invited  to  his  house  to  dinner,  on  a  given  night,  a  certain 
boy  in  the  class,  and  named  an  hour  when  he  probably 
would  be  alone  with  him  in  his  study  trying  to  lead  him 
to  Christ.  These  Christian  boys  were  asked  to  meet  at 
that  time  and  have  a  season  of  prayer  together  for  the 
teacher's  success  in  winning  their  classmate  to  Christ. 
If  the  teacher  succeeded,  this  new  boy  was  taken  into  the 
circle  and  joined  in  the  prayer-time  as  other  boys  were 
invited  to  the  teacher's  house.  Over  twenty  of  the  class 
have  already  been  won  in  this  way. 

The  following  form  of  card  is  very  simple  and  has 
been  largely  used  by  Dr.  J.  Wilbur  Chapman  and  in 
many  Sunday-schools. 


ACKNOWLEDGMENT  CARD. 

I  do  acknowledge  Jesus  Christ  as  my 
Saviour. 

It  is  my  honest  purpose  to  serve  Him  all 
my  life. 

Scholar's  Name 

Address 

Teacher's  Name • 

Date Class  No 


At  the  close  of  the  lesson  period,  when  the  school  is 
reassembled,  after  the  singing  of  an  appropriate  hymn 
and  a  season  of  prayer,  have  testimonies  from  those  who 
have  decided  for  Christ,  and  then  words  from  the  teach- 


246        How  to  Conduct  a  Sunday  School 

ers  giving  their  experience.  Encourage  the  young  dis- 
ciples to  testify  for  Christ  at  every  opportunity.  The 
pastor  or  superintendent  should  refer  to  the  decisions 
that  have  been  made  giving  the  scholars  some  helpful 
instruction  as  to  how  to  put  in  practice  their  new  pro- 
fession. This  is  one  of  the  most  important  features  of 
decision  day,  and  should  not  be  overlooked  or  neglected. 

The  Use  of  the  Bible.  On  decision  day  and  on  every 
other  occasion  when  efforts  are  being  made  to  win  souls 
for  Christ  we  need  to  have  in  hand,  with  firm  grasp,  the 
"  sword  of  the  Spirit."  It  has  been  placed  in  our  hands 
for  this  purpose  ;  but  how  clumsy  many  of  us  are  in  han- 
dling it.  The  following  arrangement  of  verses  in  dealing 
with  souls  has  been  greatly  blessed  in  the  past  and  we 
give  it  here  by  way  of  suggestion  to  our  readers.  They 
are  placed  in  proper  order. 

Romans  J  :  2j.  For  ail  have  sinned  and  come  short 
of  the  glory  of  God.  All  have  sinned ;  this  is  the  com- 
mon starting  point  and  the  next  step  cannot  be  taken 
until  this  condition  of  sin  is  realized  on  the  part  of  the 
scholar. 

Galatians  5  .*  ig-21.  Now  the  works  of  the  flesh  are 
manifest,  which  are  these  ;  Adultery ^  fornication ^  unclean" 
nesSy  lasciviousnesSy  idolatry ^  witchcraft^  hatred^  variance^ 
emulations,  wrath,  strife,  seditions,  heresies,  envyings^ 
murders,  drunkenness,  revellings,  and  such  like  :  of  the 
which  1  tell  you  before,  as  I  have  also  told  you  in  time 
past,  that  they  which  do  such  things  shall  not  inherit  the 
kingdom  of  God.  One  of  the  results  of  sin  is  that  it 
closes  the  gates  of  heaven.  None  who  do  these  things 
enumerated  have  any  part  there. 

Acts  ^  :  12.     Neither  is  there  salvation  in  any  other; 


Decision  (Witnessing)  Day  247 

for  there  is  none  other  name  under  heaven  given  among 
men,  whereby  we  must  be  saved.  Jesus  is  the  only  way 
of  escape  and  that  way  is  at  hand  and  always  ready. 

John  6  .*  J7.  All  that  the  Father  giveth  Me  shall  come 
to  Me  ;  and  him  that  cometh  to  Me  I  will  in  no  wise  cast 
out.  He  will  receive  any  who  come  to  Him.  There  are 
no  favouritisms  ;  all  have  an  equal  chance. 

Matthew  11 :  28.  Come  unto  Me^  all  ye  that  labour 
and  are  heavy  laden^  and  I  will  give  you  rest.  Not  only 
will  all  be  received  who  come  to  Him,  but  He  urgently 
invites  all  to  come.  It  is  His  constant  attitude  towards 
us  ;  He  is  pleading  continually. 

2  Corinthians  6  :  2.  For  He  saith,  I  have  heard  thee 
in  a  time  accepted,  and  in  the  day  of  salvation  have  I 
succoured  thee  :  behold,  now  is  the  accepted  time  ;  behold, 
now  is  the  day  of  salvation. 

Hebrews  /j. :  y.  Again,  He  limiteth  a  certain  day,  say- 
ing in  David,  To-day,  after  so  long  a  time  ;  as  it  is  said, 
To-day  if  ye  will  hear  His  voice,  harden  not  your  hearts. 
He  wants  us  to  come  now,  to-day. 

Acts  16:31.  And  they  said.  Believe  on  the  Lord 
Jesus  Christ,  and  tkou  shalt  be  saved,  and  thy  house. 
This  tells  us  how  we  may  come  to  Him,  simply  by 
believing  in  His  name  and  surrendering  ourselves  fully 
to  Him. 

John  5  .•  2^.  Verily,  verily,  I  say  unto  you,  He  that 
heareth  my  word,  and  believeth  on  Him  that  sent  me, 
hath  everlasting  life,  and  shall  not  come  into  condemna- 
tion ;  but  is  passed  from  death  unto  life.  This  was 
D.  L.  Moody's  favourite  verse  and  gives  the  assurance 
the  young  soul  needs  as  he  steps  out  into  the  promises 
of  God. 


248   How  to  Conduct  a  Sunday  School 

Many  souls  have  been  led  step  by  step  from  sin  into 
the  light  of  the  glorious  liberty  of  Jesus  Christ  by  the 
use  of  these  verses  in  the  order  named.  There  are 
many  other  verses  and  passages  that  are  just  as  good 
and  possibly  better,  but  these  have  been  wonderfully 
blessed. 

After  Decision  Day.  Now  comes  the  real  work.  Al- 
most everything  depends  upon  the  teaching  and  training 
— the  shepherding  given  to  these  disciples.  It  will  be 
well  to  have  three  lists  of  the  names  of  those  who  have 
signed  decision  day  cards,  or  who  have  in  any  other  way 
made  their  decision  known.  One  list  should  be  given  to 
the  pastor,  another  to  the  superintendent  and  the  third 
kept  by  the  teacher.  Use  these  lists  in  a  systematic  ef- 
fort to  instruct,  train  and  lead  these  scholars  into  the 
kingdom  and  its  service.  Keep  very  close  to  them ;  have 
disciples'  meetings  frequently.  This  is  a  choice  oppor- 
tunity for  the  pastor  to  give  much  needed  instruction. 
It  is  alarming  to  know  how  many  are  lost  to  the  church 
and  to  Christ  because  of  the  failure  at  this  point;  failure 
to  give  timely  instruction  and  helpful  counsel.  Nothing 
grieves  the  heart  of  a  pastor  or  superintendent  more  than 
to  realize  that  many  of  the  young  lives  who  decide  for 
Christ  and  enter  the  church  fall  away  and  do  not  become 
active  in  service.  In  most  cases,  this  is  the  fault  of  the 
church.  These  young  people  should  be  set  to  work  at 
once  and  given  specific  tasks  to  do.  As  a  pianist  cannot 
play  acceptably  without  constant  practice,  so  it  is  easy  for 
a  young  Christian,  or  an  old  one  either,  to  lose  his  cun- 
ning or  his  skill  in  personal  work,  and  lose  his  joy  in  his 
Christian  service  simply  through  neglect.  This  is  a  very 
serious  matter,  and  the  church  that  fails  to  give  it  serious 


Decision  (Witnessing)  Day  249 

attention  will  have  much  occasion  for  mourning  as  it  sees 
the  young  people  drifting  back  again  into  the  world.  It 
should  be  the  universal  rule  that  every  young  Christian 
should  be  given  some  specific  task  to  do  for  his  Master. 


XXII 

THE  BOYS'  MESSENGER  SERVICE 

The  boys  of  our  Sunday-schools,  if  wisely  directed, 
make  our  best  helpers.  They  are  full  of  life  and  energy, 
and  if  this  energy  is  properly  utilized,  it  means  much  for 
the  welfare  of  the  school  and  even  more  for  that  of  the 
boys.  The  messenger  service  has  come  to  be  one  of  the 
regular  features  of  the  organized  Sunday-school  work  in 
some  states.  The  boys  like  organization.  They  are 
just  at  that  age  where  the  "  clan  "  or  "  gang  "  spirit  is 
strongest,  and  all  that  is  needed  is  careful  direction  on 
the  part  of  a  competent  manager  who  is  a  friend  of  boys. 
The  benefits  of  such  an  organization  among  the  boys  are 
many.  It  holds  them  in  the  Sunday-school  and  trains 
them  for  more  important  work  in  later  years.  The  boys 
soon  come  to  feel  that  they  are  doing  something  worth 
while.  They  become  feet  and  hands  for  the  pastor  and 
superintendent.  The  service  they  can  render  is  almost 
unlimited ;  perhaps  the  most  important  is  that  of  carry- 
ing messages  to  absent  scholars.  They  can  also  distrib- 
ute printed  matter  from  house  to  house;  carry  invita- 
tions to  residences  and  offices,  and  deliver  the  church 
paper,  home-department  quarterlies,  and  other  printed 
matter.  In  our  Sunday-school  the  boys  are  called  Mes- 
senger Cadets.* 

*  The  red  book  and  other  Messenger-Cadet  supplies  may  be  obtained 
from  the  World's  Sunday-School  Publishing  Company,  Detroit,  Michigan. 

250 


u 

u 

<v 
c 

tfi 
en 


H 


The  Boys'  Messenger  Service  251 

Officers.  They  are  organized  with  the  following  of- 
ficers : — 

A  Commajider,  This  is  always  the  superintendent  of 
the  Sunday-school. 

A  Vice-Commander.  This  is  some  associate,  really 
appointed  by  the  superintendent,  though  elected  by  the 
boys  themselves.  He  meets  with  the  boys  every  time 
they  meet  and  has  general  direction  over  them. 

Then  they  have  a  president,  vice-president,  secretary 
and  treasurer,  elected  from  among  the  boys.  Their  duties 
are  those  usual  to  such  offices. 

They  also  have  a  captain  and  a  lieutenant  who  direct 
the  boys  in  their  field  work  while  they  are  delivering 
messages.  Below  is  given  the  outline  of  what  is  known 
as  "  The  Messenger  Cadet  Red  Book."  Every  boy  has  a 
copy  of  the  red  book  and  must  become  familiar  with  its 
contents  and  comply  with  its  requirements. 


Messenger  Cadet  Red  Book 


Q.     What  is  a  Messenger  ? 

A.  A  Messenger  is  one  who  has  received  a 
Message. 

Q.     What  is  he  to  do  with  his  Message  ? 
A.     He  is  to  carry  the  Message  to  the  person  to 
whom  it  is  directed. 

Q.  How  should  a  Messenger  go  with  his  Mes- 
sage ? 

A.  He  should  go  in  haste  and  not  stop  to  talk 
with  any  one  on  the  way. 


252        How  to  Conduct  a  Sunday  School 

4.  Q.     How  should  he  present  his  Message  ? 

A.     He  should  present  his  Message  politely,  with 
his  cap  in  his  hand. 

5.  Q.     What  should  he  do  after  delivering  his  Mes- 

sage ? 
A.     He  should  ask  for  a  Reply  and  wait  for  it. 

6.  Q.     When  he  receives  the  Reply,  what  should  he 

say  ? 
A.     He  should  say :    "  I  thank  you." 


7.  Q.  If  no  one  is  at  home,  what  should  he  do  ? 
A.  He  should  fill  out  a  Service  Slip,  put  it  in- 
side the  Message  and  put  both,  with  an 
envelope  addressed  to  the  Superintendent, 
in  the  Mail-box  or  under  the  Door.  Then 
he  should  write  on  the  Carrier-envelope : 
"  Not  at  Home." 

8.  Q.     If  he  cannot  get  a  Reply  at  once,  what  should 

he  say  ? 
A.  He  should  say :  "  Shall  I  call  again,  or  will 
you  mail  your  Reply  to  our  Superintend- 
ent ?  "  If  the  person  prefers  to  mail  it, 
leave  an  envelope  addressed  to  the  Su- 
perintendent, and  write  on  the  Carrier- 
envelope  :    "  Will  mail  reply." 

9.  Q.     If  the  person  has  moved,  what  should  the 

Messenger  do  ? 
A.     He  should  try  to  find  out  from  the  neigh- 
bours the  new  address  and  write  on  the 

Carrier-envelope  :     "  Moved    to ." 

If  the  new  location  is  in  his  district  he 
should  deliver  the  Message. 


The  Boys'  Messenger  Service  253 

10.  Q.     If  a  Messenger  is  sick  or  for  any  reason  can- 

not take  his  Messages  on  Sunday,  what 
should  he  do  ? 

A.  As  soon  as  he  knows  he  cannot  be  present 
he  should  inform  the  Commander,  so  that 
some  one  else  can  take  his  place. 

11.  Q.     If  a  Messenger  is  absent  for  two  Sundays 

without  a  good  excuse,  what  should  he  do  ? 
A.  He  forfeits  his  membership,  and  should  send 
in  his  cap  and  badge,  and  all  supplies,  so 
that  another  boy  can  take  his  place  who 
can  be  depended  on  like  a  good  soldier. 

12.  Q.     What    other    duties    have    the    Messenger 

Cadets  ? 
A.  They  should  attend,  if  possible,  all  regular 
and  called  meetings,  and  at  the  end  of 
each  quarter  assist  in  distributing  the 
Home  Department  SuppHes  under  the 
direction  of  the  Superintendent  of  that 
department. 

13.  Q.     What  should  a  Messenger  be  ? 

A.     He  should  be  a  gentleman  everywhere  and 
always.     He  should  not  use  tobacco  nor 
bad  language.     He  should  always  remem- 
ber our  Messenger  Cadet  motto : 
»  Go— I  Am  With  You." 


The  message  delivered  to  absent  scholars  is  printed  in 
the  form  of  a  regular  telegraph  message  and  is  as 
follows ; — 


254       How  to  Conduct  a  Sunday  School 


The  Boys'  Messenger  Service  255 

Attached  to  one  end  of  this  message,  though  perforated 
for  the  purpose  of  tearing  off,  is  a  slip  with  a  place  for 
the  name  of  the  absent  scholar,  and  on  the  back  of  the 
same  slip  a  place  for  the  absent  scholar  to  indicate  the 
reason  for  his  absence.  When  the  message  is  folded 
ready  to  deliver,  it  appears  as  in  figure  i  below. 

MESSAGE 


NAME 

ADDRESS. 

CLASS. DEPARTMENT.. 


DATE. 

Kindly  fill  out  back  of  above  slip,  then  detach  it,  and  re- 
turn it  by  the  Messenger  or  by  mail  to  the  Superintendent. 

Figitre  i. 

The  slip  signed  and  returned  by  the  absent  scholar  to  the 

messenger  boy  reads  as  in  figure  2. 

TO  THE  SUPERINTENDENT 


The  cause  of  my  absence  was : 

I  will  be  present  next  Sunday  if  possible. 
NAME..O 

Figure  2. 


256        How  to  Conduct  a  Sunday  School 

When  the  cadet  calls  at  the  home  of  the  absent  scholar 
and  there  is  no  one  at  home,  he  puts  the  •*  Service  Slip  " 
(figure  3)  under  the  door  or  in  the  mail-box. 


MESSENGER  CADET  SERVICE  SLIP 


Dear  Friend : — 

As  a  Messenger  Cadet,  I  called  at  your 
house  to-day  with  a  message,  which  I  leave,  as 
I  am  unable  to  see  you.  Will  you  kindly  fill 
out  the  blanks  as  requested  and  mail  to  our 
superintendent,  using  the  addressed  envelope, 
or  if  you  prefer  me  to  call  again  for  it,  please 
let  me  know  and  oblige. 

Yours  for  the  Sunday  School, 


Messenger  Cadet 


No Street 

Figure  j. 

The  boys  meet  in  the  superintendent's  room  at  the 
church  on  the  afternoon  of  alternate  Sundays.  At  the 
close  of  Sunday-school  on  those  Sundays,  the  secretaries 
of  the  various  departments  address  the  messages  to  be 
delivered  to  absentees.  Teachers  indicate  beforehand  by 
a  check  mark  on  their  class  cards  the  scholars  to  whom 
they  wish  the  messages  sent. 

The  messages  from  each  department  are  gathered  by 
the  captain  and  lieutenant  of  the  cadets,  who  take  them 
home  and  between  that  time  and  the  hour  of  meeting  in 
the  afternoon,  arrange  them  in  convenient  routes,  placing 


The  Boys'  Messenger  Service  257 

together  those  of  one  locality  ready  for  one  boy  to  take. 
Each  cadet  is  given  enough  messages  to  keep  him  occu- 
pied for  an  hour  or  an  hour  and  a  half  or  less  time  if  he  has 
a  bicycle.  His  messages  are  placed  in  a  large  manilla  en- 
velope known  as  the  "  Carrier  Envelope  "  and  the  street 
numbers  placed  in  proper  order  on  the  outside  of  the  en- 
velope in  blanks  left  for  that  purpose,  so  that  he  can  call 
on  all  of  them  in  the  shortest  space  of  time.  The  sHps, 
filled  out  and  handed  back  to  the  cadet  by  the  absentees, 
are  placed  in  this  envelope.  On  the  outside  of  the  "  car- 
rier envelope  "  the  cadets  write  such  items  of  information 
as  "  not  at  home,"  "  removed,"  *'  quarantine,"  etc.  After 
completing  their  rounds  the  cadets  take  their  "  carrier 
envelopes  "  back  to  the  church  and  drop  them  through 
the  door  into  a  mail-box  placed  there  for  that  purpose. 

In  the  evening  the  vice-commander  takes  these  en- 
velopes from  the  box  and  reviews  the  slips  sent  in  by 
the  absentees,  and  the  information  written  on  the  outside 
of  the  envelopes.  From  this  there  always  develops  some 
facts  which  should  be  reported  to  the  department  super- 
intendents, such,  for  instance,  as  wrong  addresses,  re- 
movals from  the  city,  unreported  sickness,  etc.,  etc.  The 
boys  are  supposed  while  on  duty  to  wear  white  caps 
with  the  words  "  Messenger  Cadets "  printed  on  the 
front.  They  also  have  buttons  with  the  initials  M.  C. 
upon  them.  They  are  often  publicly  recognized  in  some 
pleasing  way.  Occasionally  they  are  given  a  banquet. 
Then  again  some  special  music  or  a  short  interesting 
talk  is  given  to  them  at  regular  meeting  times  before 
they  take  up  their  "  business."  Their  meetings  are  con- 
ducted in  a  businesslike  way  and  devotional  exercises  are 
always  held,  led  by  the  commander  or  more  frequently 


258        How  to  Conduct  a  Sunday  School 

by  the  vice-commander.  When  the  meeting  adjourns 
and  they  are  all  ready  to  start  upon  their  errands  they 
repeat  together  their  motto, 

"  GO— I  AM  WITH  YOU." 

The  boys  Hke  the  work  and  take  great  interest  in  it. 
They  do  good  and  they  get  more  good.  Some  day 
many  of  them  will  occupy  important  positions  in  the 
church.  They  are  training  for  that  now.  The  influence 
of  this  work  is  beneficial.  The  boys  shown  in  the  picture 
in  this  chapter  are  nearly  all  grown  now,  and  most  of 
them  have  become  active  in  Christian  service. 


XXIII 

THAT  BIG  BOY  AND  HOW  TO  DEAL  WITH  HIM 

The  problem  of  the  big  boy  is  ever  present  with  us ; 
it  is  not  settled  either  by  books  or  by  lectures.  Every 
boy  brings  his  own  problem  with  him  and  must  be  dealt 
with  individually.  Rules  are  good  by  way  of  suggestion  ; 
but  rules  which  are  made  in  the  study  are  often  revised 
when  we  come  into  the  living  presence  of  the  real  boy. 
After  all,  it  is  a  mistake  to  talk  about  the  problem  of  the 
boy.  The  real  problem  is  that  of  leadership.  When 
adequate  leadership  is  secured,  there  is  no  boy  problem. 
The  boy  and  the  girl  are  both  alike  to  God ;  but  the  boy 
needs  our  greater  care  for  the  reason  that  he  is  earlier 
and  oftener  and  more  continually  out  from  under  the  in- 
fluences of  home  and  mother. 

Satan's  Special  Target.  Satan's  keenest  arrows  seem 
to  be  directed  against  the  boy.  The  liquor  dealers'  asso- 
ciation in  one  of  our  central  states  employed  a  man  at  a 
good  salary  (I  am  informed)  to  distribute  brandy  drops 
to  the  boys  as  they  came  out  of  the  public  schools,  in 
order  to  create  an  appetite  for  drink.  A  saloon-keeper 
was  discovered  sprinkling  the  sidewalk  with  sawdust  and 
then  sprinkling  the  sawdust  with  beer.  When  asked  the 
purpose  of  this  he  said,  "  The  boys  from  school  will  be 
passing  here  presently.  I  want  to  make  customers  out 
of  them  by  getting  them  used  to  the  smell  of  beer."  The 
boys  are  thrown  with  bad  men  whose  language  is  often 

259 


26o       How  to  Conduct  a  Sunday  School 

fouL  They  are  given  bad  books  to  read  and  shown  ob- 
scene pictures,  all  calculated  to  stain  their  boyish  in- 
nocency  and  make  them  bad.  The  gauntlet  through 
which  the  boys  must  run  if  they  are  to  become  honour- 
able men  is  terrible  to  contemplate. 

In  a  convention  of  liquor  dealers  in  Ohio  one  speaker 
concluded  his  address  with  these  words :  "  The  success 
of  our  business  is  dependent  largely  upon  the  creation  of 
appetite  for  drink.  Men  who  drink  liquor,  hke  others, 
will  die  and  if  there  is  no  new  appetite  created  our  coun- 
ters will  be  as  empty  as  our  coffers.  Our  children  must 
go  hungry  or  we  must  change  our  business  to  that  of 
some  other  more  remunerative.  The  open  field  for  the 
creation  of  appetite  is  among  the  boys.  After  men  have 
grown  and  their  habits  are  formed,  they  rarely  ever 
change  in  this  regard.  It  will  be  needful  therefore  that 
missionary  work  be  done  among  the  boys,  and  I  make  a 
suggestion,  gentlemen,  that  nickels  expended  in  treats 
for  the  boys  now  will  return  in  dollars  to  your  tills  after 
the  appetite  has  been  formed.     Above  all  things  create 

APPETITE." 

A  young  man  about  eighteen  years  of  age  committed 
suicide  in  a  drunken  brawl.  Two  hundred  mothers  went 
to  look  at  his  body,  each  to  see  if  it  was  her  boy.  Most 
of  the  criminals  in  our  penal  institutions  enter  there  as 
boys  and  young  men  between  eighteen  and  twenty- 
three. 

These  pictures  are  terrible  to  look  upon ;  but  the 
stream  of  woe  will  continue  to  flow  on  until  Sunday- 
school  workers  and  Christian  men  and  women  are 
aroused  to  the  importance  of  saving  the  boys. 

Keep  the  Boy  in  Sunday- School.    The  Sunday-school 


That  Big  Boy  and  How  to  Deal  With  Him    261 

has  an  important  part  in  this  matter.  The  warden  of 
one  of  our  penitentiaries  said  the  other  day,  "  There  are 
nine  hundred  and  four  boys  and  men  in  our  penitentiary. 
All  are  asked  the  same  questions  when  they  are  received. 
Ten  of  this  number  said  they  had  attended  Sunday-school 
regularly  ;  eighty-five  said  they  had  attended  irregularly 
and  eight  hundred  and  nine  said  they  never  went  to 
Sunday-school." 

Captain  Steele,  a  police  captain  of  New  York  City, 
said  some  time  ago,  "  In  twenty-five  years  I  have  never 
had  a  man  or  woman  brought  before  me  for  trial  that  I 
did  not  ask  the  question,  *  Do  you  attend  Sunday-school  ? ' 
Not  one  had  attended  Sunday-school  regularly.  If  I  could 
get  the  parents  of  America  to  keep  their  children  in  Sun- 
day-school regularly  until  fifteen  years  of  age,  I  believe 
they  could  be  saved." 

W.  A.  Hillis,  superintendent  of  the  American  Sunday- 
School  Union  for  Ohio,  Indiana  and  Michigan,  gives  this 
testimony :  •'  In  my  work  of  nearly  eleven  years  in  twelve 
different  states,  I  have  found  but  ten  persons  who  were 
Christians  and  who  had  not  attended  Sunday-school  be- 
fore they  were  twelve  years  of  age ;  in  the  same  congre- 
gations I  have  found  more  than  ten  thousand  people  who 
were  Christians  that  attended  Sunday-school  before  they 
were  twelve  years  of  age." 

Two  Judges'  Verdict.  Judge  Wofford,  veteran  crim- 
inal judge  of  Kansas  City,  has  probably  tried  more  crim- 
inals than  any  other  man  in  the  state.  He  was  trying  a 
boy  sixteen  years  old  for  keeping  money  that  he  had 
found.  The  boy's  mother  and  the  mother's  pastor  came 
to  plead  for  him.  The  judge  told  them  they  ought  to 
have  kept  the  boy  in  Sunday-school,  and  then  said  the 


262        How  to  Conduct  a  Sunday  School 

following :  "  Never  have  I  known  a  boy  to  be  charged 
with  crime  in  this  court  who  had  attended  Sunday-school 
with  his  parents,  and  I  have  been  judge  of  this  court  a 
great  many  years.  Sunday-school  boys  do  not  come 
here.  I  have  never  had  one  before  me  and  I  never  will 
have  one." 

Judge  Lewis  Fawcett,  sometimes  referred  to  as  "  The 
Life-Saver,"  said  on  one  occasion  to  a  boy  whom  he  was 
sentencing :  ♦•  In  the  five  years  I  have  been  sitting  on  the 
bench  I  have  had  twenty-seven  hundred  boys  before  me 
for  sentence  and  not  one  of  them  was  an  attendant  of  a 
Sunday-school.  Had  you  gone  there,  I  am  sure  you 
would  not  be  before  me  to-day." 

Why  the  Boy  is  Not  in  Sunday-School.  The  boys 
are  not  in  the  Sunday-school  in  the  proportion  they 
ought  to  be.  Take  the  country  over,  we  presume  it  is 
safe  to  say  that  in  the  Sunday-schools  there  are  three 
girls  of  the  "  teen  "  period  to  one  boy  in  the  same  period. 
Of  the  five  hundred  thousand  youth  of  day-school  age 
in  one  state  not  in  any  Sunday-school  whatever,  it  has 
been  carefully  estimated  that  three  hundred  thousand  of 
them  are  boys  between  twelve  and  twenty-one. 

There  must  be  a  reason  for  this.  Boys  will  go  where 
they  want  to  go.  It  is  not  difficult  to  secure  an  audience 
of  boys  at  a  baseball  game.  Perhaps  we  could  learn 
some  lessons  for  our  Sunday-school  work  from  the  base- 
ball game.  Certainly  the  players  are  all  in  earnest  and 
are  all  specially  trained  for  the  position  they  occupy. 
They  throw  themselves  into  their  work  with  all  the  vigour 
they  possess  and  the  boys  who  are  looking  on  understand 
the  game. 

Parental  Responsibility.     Parents  are  partly  to  blame 


That  Big  Boy  and  How  to  Deal  With  Him    263 

for  the  absence  of  the  boys  from  our  Sunday-schools. 
This  is  especially  true  of  the  fathers.  The  best  way  of 
which  I  know  to  hold  big  boys  in  the  Sunday-school  is  to 
build  a  wall  of  fathers  between  them  and  the  door. 

Church  members  are  also  to  blame  in  a  large  measure. 
Statistics  show  that,  taking  the  country  as  a  whole, 
probably  only  about  one  church  member  in  four  is  a 
regular  attendant  at  the  Sunday-school.  No  wonder  the 
big  boys  get  an  idea  that  it  is  not  the  place  for  them 
when  they  do  not  see  there  the  men  with  whom  they  are 
acquainted.  If  our  Sunday-schools  presented  the  con- 
tinuous and  wholesome  picture  of  large  classes  of  men 
and  women,  in  regular  attendance,  including  the  very 
cream  of  the  community,  the  boys  would  get  no  such 
idea  as  they  have  to-day  concerning  them. 

Then  the  superintendents  are  sometimes  at  fault. 
Many  of  them  conduct  their  Sunday-schools  as  if  all  the 
people  present  were  children.  They  address  the  Sunday- 
school  as  "  Dear  Children,"  forgetting  for  the  time  being 
that  the  young  lad  who  has  put  on  long  pants  and  begun 
to  rub  his  upper  lip  is  no  longer  a  child.  Many  of  these 
big  boys  are  talked  out  and  sung  out  of  the  Sunday- 
school  by  baby-talk  and  baby-songs.  It  is  a  mistake  to 
give  "  pipe-organ  talk  "  to  adults  and  "  jew's-harp  talk  " 
to  boys.  It  is  all  right  to  be  childlike  ;  it  is  all  wrong  to 
be  childish  in  the  Sunday-school. 

A  New  Day.  Within  the  last  few  years,  however, 
there  has  come  about  a  great  change  in  the  views  held 
by  men  towards  the  Sunday-school.  The  rise  and  de- 
velopment of  the  organized  classes  of  men  and  women 
has  brought  in  a  new  day.  There  are  more  than  two 
millions  and  a  half  of  men  old  enough  to  vote  in  the 


264       How  to  Conduct  a  Sunday  School 

Sunday-schools  of  North  America  at  present,  and  the 
ranks  of  men,  to  say  nothing  of  women,  are  being  in- 
creased annually  at  the  rate  of  about  one  hundred  thou- 
sand. This,  of  itself,  is  giving  a  new  impulse  to  the  boys' 
department  of  the  Sunday-school.  The  men's  move- 
ment has  been  quickly  followed  by  the  advance  in  the 
Secondary  Division  which  covers  the  teen  age  boys  and 
girls.  More  attention  is  at  this  time  being  given  to  the 
Secondary  Division  than  to  any  other  Division  of  the 
school,  and  the  results  are  becoming  apparent.  How- 
ever, there  was  so  much  ground  to  cover  that  it  will  be  a 
long  time  yet  before  the  teen  age  boys  equal  the  girls  in 
numbers  in  the  Sunday-school.  Let  us  pray  for  the 
hastening  of  that  day. 

Boys  Can  be  Reached.  The  big  boys  can  be  brought 
into  Sunday-school.  There  are  hundreds  of  Sunday- 
schools  all  over  this  country,  representing  city,  town, 
village  and  country,  where  may  be  found  more  boys  than 
girls.  This  is  not  usually  the  case,  however,  and  when 
it  is  the  case  there  is  always  an  adequate  reason  for  it. 

The  superintendent  of  one  such  school  when  asked  the 
secret  of  his  success  simply  said,  "  Go  after  them  ;  "  a 
pastor  of  such  a  school  in  New  Jersey  when  asked  the 
same  question  by  the  writer  said,  **  Make  them  know  you 
want  them."  Dr.  Peloubet,  the  lesson-help  writer,  says 
the  remedy  is  to  "  Have  a  good  meal  ready  when  you 
ring  the  bell."  Others  who  have  made  a  success  along 
this  line  give  us  these  suggestions  :  "  Make  them  wel- 
come ; "  "  Send  the  big  boys  after  big  boys ; "  "  Treat 
them  like  men ;  "  "  Make  the  school  worth  while ;  " 
"  Make  it  a  business  to  get  them ;  "  "  Make  the  school 
hard  to  get  into." 


That  Big  Boy  and  How  to  Deal  With  Him    265 

The  old  saying,  "  Put  the  cookies  on  the  lower  shelf," 
savours  a  good  deal  of  antiquity,  but  not  a  great  deal  of 
common  sense.  When  I  was  a  boy  the  cookies  I  wanted 
most  of  all  were  those  that  I  had  to  climb  on  a  chair  to 
get.  There  is  a  principle  here  we  have  been  forgetting 
in  our  Sunday-school  work.  The  more  of  honest  en- 
deavour we  require  on  the  part  of  our  Sunday-school 
scholars  the  more  anxious  others  will  be  to  join.  It  is 
natural  to  want  to  belong  to  something  that  is  worth 
while.  Those  who  desire  to  make  a  success  in  securing 
and  holding  the  boys  will  find  that  it  Hes  in  the  direction 
of  the  following  suggestions  : — 

1.  Go  after  the  boys  systematically;  make  it  a  busi- 
ness. 

2.  Go  after  the  boys  personally.  Nothing  can  equal 
a  personal  invitation.  Printed  matter  is  good.  A  one- 
cent  circular  has  its  value ;  but  it  plainly  says,  "  I  am  not 
worth  two  cents." 

3.  Go  after  them  persistently  ;  never  give  up.  Many 
a  scholar  has  been  secured  after  weeks,  and  sometimes 
months  of  continuous  effort. 

What  is  the  secret  of  success  in  securing  and  holding 
these  big  boys  ?  If  we  could  answer  this  question  satis- 
factorily to  our  readers,  we  should  be  very  happy.  There 
is  no  royal  road  to  success.  The  best  we  can  do  is  to 
offer  some  suggestions  which  have  been  found  very  help- 
ful in  this  regard. 

Believe  in  Boys.  In  many  communities  all  the  evil 
that  is  done  is  laid  at  the  door  of  the  "  bad  boy."  We 
hear  very  much  about  the  "  bad  boy."  Every  Sunday- 
school,  every  community,  has  its  "  bad  boy."  It  is 
enough  to  make  boys  bad  to  call  them  so  continually. 


266       How  to  Conduct  a  Sunday  School 

One  of  the  reasons  why  they  are  bad  is  because  they  are 
not  always  given  the  same  amount  of  kind  consideration 
which  is  accorded  to  the  girls  of  the  same  homes.  We 
should  discriminate  between  boisterousness  and  mali- 
ciousness ;  between  animal  life  and  meanness.  Boys  do 
not  learn  to  do  evil  in  a  good  home.  There  are  many- 
other  doors  open  for  them,  however,  and  if  their  homes 
are  not  attractive,  they  will  find  these  doors  and  enter  in. 
The  following  poem  appeared  in  the  Boston  Transcript 
and  is  very  suggestive. 

No  Place  for  the  Boys. 


What  can  a  boy  do,  and  where  can  a  boy  stay, 
If  he  is  always  told  to  get  out  of  the  way  ? 
He  cannot  sit  here,  and  he  must  not  stand  there. 
The  cushions  that  cover  that  fine  rocking-chair 
Were  put  there,  of  course,  to  be  seen  and  admired; 
A  boy  has  no  business  to  ever  be  tired. 
The  beautiful  roses  and  flowers  that  bloom 
On  the  floor  of  the  darkened  and  delicate  room, 
Are  made  not  to  walk  on — at  least,  not  by  boys ; 
The  house  is  no  place,  anyway,  for  their  noise. 

Yet  boys  must  walk  somewhere  ;  and  what  if  their  feet, 
Sent  out  of  our  houses,  sent  into  the  street. 
Should  step  round  the  corner  and  pause  at  the  door, 
Where  other  boys'  feet  have  paused  often  before ; 
Should  pass  through  the  gateway  of  glittering  light. 
Where  jokes  that  are  merry  and  songs  that  are  bright. 
Ring  out  a  warm  welcome  with  flattering  voice. 
And  temptingly  say,  "  Here's  a  place  for  the  boys." 
Ah,  what  if  they  should  ?     What  if  your  boy  or  mine 
Should  cross  o'er  the  threshold  which  marks  out  the  line 
'Twixt  virtue  and  vice,  'twixt  pureness  and  sin, 
And  leave  all  his  innocent  boyhood  within. 


That  Big  Boy  and  How  to  Deal  With  Him    267 

O,  what  if  they  should,  because  you  and  I 

While  the  days  and  the  months  and  the  years  hurry  by, 

Are  too  busy  with  cares  and  with  life's  fleeting  joys 

To  make  round  our  hearthstone  a  place  for  the  boys  ? 

There's  a  place  for  the  boys.     They'll  find  it  somewhere; 

And  if  our  own  homes  are  too  daintily  fair 

For  the  touch  of  their  fingers,  the  tread  of  their  feet. 

They'll  find  it,  and  find  it  alas  in  the  street, 

'Mid  the  gildings  of  sin  and  the  glitter  of  vice ; 

And  with  heartaches  and  longings  we  pay  a  dear  price 

For  the  getting  of  gain  that  our  lifetime  employs. 

If  we  fail  to  provide  a  good  place  for  the  boys. 

Be  Interested  in  What  Boys  are  Interested  in.  This 
is  a  principle  which  applies  alike  in  business,  in  politics 
and  in  religion.  If  you  desire  to  secure  the  interest  of 
anybody  the  quickest  and  best  way  is  to  manifest  an  in- 
terest in  that  in  which  he  is  interested.  A  teacher  who 
was  late  to  his  class  found  the  boys  busily  engaged  talk- 
ing about  the  baseball  score  of  the  game  the  day  before. 
He  abruptly  and  peremptorily  quieted  them,  saying  that 
this  was  Sunday-school  and  not  a  place  to  talk  base- 
ball. One  boy  said  to  his  neighbour,  "  All  right,  if  he 
don't  want  to  hear  baseball  we  don't  want  to  hear  Bible 
and  that  settles  it ;  "  and  it  did  settle  it.  That  teacher 
could  do  very  little  with  those  boys  that  day.  He  should 
have  talked  about  baseball  because  they  were  talking 
about  it.  Had  he  manifested  an  interest  in  the  game  and 
thus  found  the  point  of  contact  with  that  class  he  could 
have  done  a  great  deal  more  good  than  by  following  the 
course  he  did.  One  teacher  of  whom  I  know  makes  a 
business  of  watching  for  articles  in  the  magazines  and 
elsewhere  which  will  please  his  boys.  That  last  inter- 
esting article  on  electricity  is  passed  over  to  Charley  be- 


268       How  to  Conduct  a  Sunday  School 

cause  Charley  is  making  a  study  of  that  subject.  Charley 
will  attend  the  Sunday-school  next  Sunday  and  listen  to 
his  teacher.     The  principle  applies  everywhere. 

Give  the  Boys  Something  to  Do.  A  healthy  boy  must 
be  busy.  If  his  energies  are  not  directed  in  proper  chan- 
nels they  will  find  other  channels.  This  trait  of  boyhood 
is  ample  justification  for  class  organization.  It  sets  before 
the  boy  some  definite  object  to  be  attained,  social,  phys- 
ical or  literary.  Organized  classes  are  multiplying  rapidly 
in  all  parts  of  the  country  and  especially  among  boys  and 
young  men.  Some  classes  are  even  incorporated  under 
the  laws  of  the  state  in  which  they  are  located.  This  is 
not  necessary,  but  it  shows  to  what  extent  class  organiza- 
tion has  been  carried.  Some  classes  have  buildings  and 
rooms  of  their  own,  also  libraries,  reading-rooms,  savings 
banks,  employment  bureaus,  insurance  departments,  etc. 
Class  organization  has  done  very  much  to  solve  the  problem 
of  the  *'  big  boy  "  and  the  young  man  in  the  Sunday-school. 

Know  the  Boys  by  Name.  It  is  time  well  spent  to  get 
acquainted  with  the  boys.  A  teacher  who  knows  his  boys 
on  Sunday  and  fails  to  recognize  them  during  the  week 
and  in  their  working  clothes  will  have  Httle  influence  with 
them.  One  of  the  keenest  rebukes  I  ever  received  was 
from  a  boy  in  our  own  school.  He  was  delivering 
groceries  and  I  did  not  recognize  him  as  I  admitted  him 
to  the  back  door;  I  had  only  seen  him  in  his  Sunday 
clothes.  There  was  quite  a  little  surprise  in  his  tone,  if 
not  in  his  words,  when  he  said,  "  Mr.  Lawrance,  you  don't 
know  me ;  do  you  ?  "  Learn  to  put  faces  and  names  to- 
gether. It  is  well  also  to  remember  that  boys  are  not  very 
fond  of  nicknames,  especially  childish  nicknames.  "  Bub  " 
is  an  abomination. 


That  Big  Boy  and  How  to  Deal  With  Him    269 

Don*t  "Don't"  the  Boys.  Teach  positively  and  not 
negatively.  Instead  of  telling  a  boy  that  he  should  not 
read  the  book  he  is  reading  because  it  is  bad,  compliment 
him  because  he  loves  to  read ;  then  recommend  a  good 
book  and  see  that  he  gets  it.  Too  many  of  us  are  hke 
the  mother  who  said  to  her  servant,  "  Mary,  go  and  see 
what  the  children  are  doing  and  tell  them  they  mustn't." 
"  Johnny  Don't  "  belongs  to  a  large  family. 

Don't  Treat  All  Boys  Alike.  They  are  not  machines ; 
each  has  his  peculiarities.  No  two  can  be  reached  by 
exactly  the  same  process.  One  needs  argument ;  another, 
persuasion ;  another,  urging.  Study  the  boys  as  a  farmer 
studies  his  soil  and  familiarize  yourself  with  their  peculi- 
arities. A  mother  who  had  raised  seven  boys  was  asked 
to  give  her  method.  "  Why,"  said  she,  "  I  had  seven 
methods."  Every  wise  mother  knows  just  what  this 
meant. 

Allow  for  Animal  Spirits.  Boys  are  full  of  them.  In- 
stead of  trying  to  cram  a  four-quart  boy  into  a  pint  pot,  it 
is  better  to  recognize  his  God-given  activity  and  try  to 
direct  it  into  proper  channels.  It  is  just  as  necessary  for 
him  to  be  active  as  it  is  for  him  to  eat.  They  are  in  the 
awkward  age ;  they  have  two  more  hands  and  two  more 
feet  than  they  know  what  to  do  with.  Do  not  criticise 
every  little  thing  they  do ;  and  don't  call  mischief  mean- 
ness, for  it  is  not  always  that.  I  sometimes  think  teachers 
of  boys  of  this  age  ought  to  have  one  blind  eye. 

Be  Tactful  with  the  Boys.  Tact  is  that  quality  which 
makes  one  master  of  the  situation.  It  is  something  like 
that  quality  in  a  cat  which  makes  him  light  on  his  feet 
when  you  drop  him.  Tact  is  often  a  short  cut  to  success 
and  frequently  causes  the  teacher  to  leave  the  path  he 


270       How  to  Conduct  a  Sunday  School 

had  marked  out  as  his  course  for  that  day  and  start  to 
cut  cross  lots.  This  is  justifiable  and  indeed  often  neces- 
sary in  order  to  reach  the  boys.  Tact  is  never  intelligent 
without  a  knowledge  of  the  scholar.  It  is  an  art  worth 
cultivating. 

Keep  Close  to  the  Boys.  Be  a  friend  to  them ;  remem- 
ber you  are  far  more  than  an  instructor.  Do  not  make 
the  lessons  a  whip  to  drive  them  with.  One  teacher, 
when  asked  the  secret  of  his  success  with  his  boys,  said : 
••  I  won  my  boys  by  taking  walks  with  them."  Meet 
them  during  the  week.  Be  interested  in  their  every-day 
affairs.  Go  to  their  homes,  or  stores,  or  shops.  D.  L. 
Moody  was  won  to  Christ  by  his  Sunday-school  teacher 
in  the  back  room  of  a  shoe-store  in  Boston.  Invite  them 
to  your  home  occasionally.  It  pays.  Give  them  some- 
thing to  eat. 

Give  These  Boys  Men  Teachers.  A  boy's  ideal  is  a 
man,  a  girl's  ideal  is  a  woman.  During  these  years  when 
character  is  being  solidified  and  habits  are  being  fixed, 
the  right  kind  of  a  man  as  teacher  can  do  more  for  the 
boys  than  a  woman  can.  Please  observe  I  said, — the 
right  kind  of  a  man  as  teacher.  Many  classes  of  boys 
have  lady  teachers  who  are  doing  infinitely  more  for 
them  than  many  men  could  do.  Some  of  the  most 
notable  organized  classes  of  young  men  in  the  country 
are  taught  by  women.  The  principle  holds,  however, 
that  other  things  being  equal,  it  is  better  to  have  a  man 
teacher  for  boys  in  the  "  teen  "  age.  The  reasons  for  this 
are  obvious. 

Sympathize  with  the  Boys.  They  need  it.  They 
miss  it  when  it  is  withheld.  They  were  used  to  it  as 
little  children  and  they  long  for  it  as  big  boys,  but  the*' 


That  Big  Boy  and  How  to  Deal  With  Him    271 

are  too  proud  to  admit  it.  Boys  of  this  age  are  not 
understood.  They  are  passing  through  physical  changes 
which  they  themselves  do  not  understand.  It  is  the  most 
sensitive  and  trying  period  in  their  lives.  Many  boys, 
and  girls,  too,  for  the  matter  of  that,  are  leading  lives  of 
sin  and  shame  for  the  lack  of  a  word  of  sympathy  at  this 
critical  time.  Benjamin  West,  the  great  painter,  drew  a 
crude  picture  upon  the  floor.  Many  a  mother  would 
have  scolded  her  boy  for  marking  up  the  floor  in  that 
fashion,  but  his  mother  saw  the  embryo  artist  and  press- 
ing a  kiss  upon  his  lips  commended  him  for  his  drawing. 
Many  years  afterwards  the  great  painter  said,  "  My 
mother's  kiss  made  me  a  painter." 

Many  a  boy  goes  out  in  the  back  yard  and  hugs  his 
pet  dog  because  his  mother  does  not  hug  him.  A  beau- 
tiful incident  is  told  in  connection  with  the  battle  of  El 
Caney  during  the  Spanish-American  War.  As  they 
were  entering  into  battle,  a  young,  smooth-faced,  girlish- 
looking  boy  about  eighteen  years  of  age  became  fright- 
ened, and  throwing  himself  upon  the  ground  began  to 
cry  hke  a  child.  His  comrades  were  ashamed  of  him. 
Some  of  them  told  him  he  was  a  disgrace  to  the  uniform 
he  wore,  and  to  the  company  he  was  in.  He  confessed 
it  was  so,  but  said  he  could  not  help  it.  General  Chaffee 
came  riding  along  at  that  time  with  the  great  responsi- 
bility of  that  battle  upon  him  ;  his  keen  eye,  however, 
observed  the  boy.  He  dismounted  and  asked  the  boy 
what  was  the  trouble.  The  boy  plainly  told  him  that  he 
was  afraid.  The  great  general  placed  his  hand  upon  his 
shoulder  saying,  "  Look  here,  my  lad,  I  see  a  good  soldier 
buttoned  up  in  that  jacket.  Get  up  and  take  your  gun 
and  fall  in  line  with  the  other  boys  ;  they'll  not  be  ashamec* 


272       How  to  Conduct  a  Sunday  School 

of  you  when  the  sun  goes  down."  The  boy  turned  and 
took  the  general  by  the  hand  and  thanked  him  for  his 
words  of  sympathy,  then  seized  his  gun,  found  his  place, 
and  held  it,  too.  It  is  said  that  when  the  battle  was  over, 
this  boy  was  found  still  firing,  using  but  one  arm,  the 
other  one  being  disabled  by  a  bullet  in  the  shoulder.  It 
was  the  word  of  sympathy  that  saved  him. 

The  following  lines  from  Coventry  Patmore  are  very 
pathetic  and  significant. 

"  My  little  son,  who  looked  from  thoughtful  eyes. 
And  moved  and  spoke  in  quiet  grown-up  wise, 
Having  my  law  the  seventh  time  disobeyed, 
I  struck  him,  and  dismissed 
With  hard  words,  and  unkissed, — 
His  mother,  who  was  patient,  being  dead. 
Then,  fearing  lest  his  grief  should  hinder  sleep, 
I  visited  his  bed, 
But  found  him  slumbering  deep. 
With  darkened  eyelids,  and  their  lashes  yet 
From  his  late  sobbing  wet. 
And  I,  with  moan, 

Kissing  away  his  tears,  left  others  of  my  own; 
For,  on  a  table  drawn  beside  his  head. 
He  had  put,  within  his  reach, 
A  box  of  counters  and  a  red-veined  stone, 
A  piece  of  glass  abraded  by  the  beach. 
And  six  or  seven  shells, 
A  bottle  with  bluebells, 
And  two  French  copper  coins,  ranged  there  with 

careful  art. 
To  comfort  his  sad  heart." 

Love  the  Boys.  Dr.  Charles  M.  Sheldon  said  re- 
cently, "  There  is  nothing  in  this  world  but  what  will 
yield  if  you  put  love  enough  into  it."     It  is  a  mistake  to 


That  Big  Boy  and  How  to  Deal  With  Him    273 

try  to  get  into  a  boy's  heart  on  the  northeast  corner  where 
it  is  all  frozen  up.  There  is  a  sunny  side,  a  warm  side  to 
every  boy's  heart  and  nature  into  which  you  may  enter 
through  the  door  of  love  as  in  no  other  way.  The  goody- 
goody  style  of  love  is  repulsive  to  a  boy;  but  genuine 
love,  showing  itself  in  helpful  interest,  is  always  appre- 
ciated. A  teacher  who  really  loves  his  boys  in  this  man- 
ner will  soon  find  that  they  will  follow  him  anywhere. 
No  truer  words  were  ever  spoken  than  those  which  were 
used  as  a  text  by  the  great  London  preacher,  Mark  Guy 
Pearse,  in  Saint  James  Church  in  Chicago :  "  The  world 
is  dying  for  a  little  bit  of  love."  Professor  E.  O.  Excell 
heard  that  sermon  and  worked  those  words  into  his  beau- 
tiful song,  "  A  Little  Bit  of  Love,"  a  song  that  every 
worker  with  boys  ought  to  know.  We  are  glad  to  pre- 
sent the  song  here  with  Mr.  Excell's  permission. 


274       How  to  Conduct  a  Sunday  School 
A  Little  Bit  of  Love. 

To  my  Friend,  Marion  Lawrance. 


B.O.  B. 


E.  0.  BxeaO. 


mimntpu 


m 


^ 


1.  Do    you  know  the  world  is  dy-ing  For  a  lit -tie  bit  of  love?  Ev-'ry- 

2.  From  the  poor  of   ev-'rycit-y,   For  a  lit -tie  bit  of  love,  Hands  are 

3.  Down  be -fore  their  i  -  dols  fall-ing,  For  a  lit -tie  bit  of  love,  Man  -y 

4.  While  the  souls  of  men  are  dy-ing  For  a  lit -tie  bit  of  Jove,  While  the 


where  we  hear  the  sigh-ing  For  a  lit -tie  bit  of  love;  For  the  love  that  rights  a 

reach-ingout  in  pit-y     For  a  lit -tie  bit  of  tove;  Some  have  bnrdenshardto 

souls   in  vain  are  call-ing  For  a  lit -tie  bit  of  love;    If  they  die  in   sin  and 

chil-dren,too,arecry-ing  For  a  lit -tie  bit  of  love.  Stand  no  lon-ger   i-dly 


&uhrr  r-r ic 


IKK.sb  yi  KK  1.1. 


S 


^4=m^rw-m\^^--^i\i  ^-^ 


wrong,Fiilsthe  heart  with  hope  and  song;  They  have  waited,oh,so  long,  For  a 
bear,Some  have  sorrows  we  should  share;  Sh§II  they  falter  and  de-spair  For  a 
shame, Some  one  sure-ly  is  to  blame  Fornotgo-ing  b  His  name,  Witha 
by,     Ton  can  help  them  if  you  try;    Go,then,8aying,"Heream  I,''  With  a 


Pine.   Refrain. 


D.  S.  each  verse, 

/TV 


»'''Ml,J'J:li'lj:jrM,J'J,liJjJV4U 


a  lit-tlebitof  1 


lit -tie  bit  of  love.  For  a  lit-tlebitof  love.  For  a  lit -tie  bit  of 

Et-tle  bit  of  love?  For  a  lit-tlebitof  love,  For  a  lit -tie  bit  of 

Kt-tle  bit  of  love.  With  a  lit-tlebitof  love.  With  a  lit -tie  bit  of 

Kt-tle  bit  of  love.  With  a  lit-tlebitof  love,  With  a  Bt-tle  bit  of 


love, 
lore, 
love, 
love. 


APPENDIX  A 

A  SUPERINTENDENT'S  SUGGESTIONS  TO  HIMSELF 

He  is  a  wise  superintendent  who  keeps  a  note-book  and 
uses  it  for  the  purpose  of  entering  suggestions  which 
come  to  him  from  observation,  reading  and  contact  with 
other  workers,  concerning  various  phases  of  Sunday- 
school  work.  Many  of  these  suggestions  will  never  be 
used  ;  but  some  of  them  will.  The  following  suggestions 
have  been  gathered  from  many  sources.  Most  of  them 
have  been  successfully  used  in  our  own  school. 


The  fagot  fire  is  novel  and  interesting.  At  the  annual 
workers'  meeting  held  the  last  week  in  September,  we  sit 
around  the  walls  of  the  lecture  room,  leaving  the  centre 
of  the  room  free.  It  is  sort  of  a  reunion  after  the  sum- 
mer holidays.  On  a  table  is  placed  a  metal  frame  with 
fire  in  it  or  under  it  so  that  anything  combustible  placed 
upon  it  will  burn  immediately.  Workers  then  volun- 
tarily place  upon  the  fire  anything  they  choose  connected 
with  any  experience,  the  relation  of  which  will  interest 
those  present.  One  puts  on  a  letter,  another  a  twig,  an- 
other a  clipping,  giving  a  few  words  of  explanation.  At 
one  fagot  fire  the  pastor's  fagot  was  a  twig  he  plucked 
from  the  banks  of  Jordan.  Mine  was  a  flower  I  picked 
on  Mars  Hill.  One  lady  brought  a  few  heads  of  oats 
from  her  field  and  presented  to  the  school  ,$8.70,  her 

275 


276       How  to  Conduct  a  Sunday  School 

tithe  from  the  sale  of  the  oats.  One  man  brought  a  Httle 
piece  of  wood  broken  from  the  siding  of  the  old  church 
in  Canada  where  he  started  to  Sunday-school  as  a  child. 
Many  brought  leaves  and  flowers  and  letters  and  twigs, 
etc.  All  were  interesting  and  in  some  way  referred  to 
the  school  and  its  work. 


There  are  many  record  books  for  superintendents.  I 
have  had  the  best  satisfaction  in  using  a  blank  book. 
I  buy  a  two-hundred-page  record-ruled  book,  pocket 
size,  and  give  one  page  to  a  week.  At  the  extreme  top 
of  the  page  I  put,  in  red  ink,  first  the  attendance,  second 
the  offering,  third  the  attendance  at  workers'  meeting  of 
the  corresponding  Sunday  of  the  previous  year.  Exactly 
below  these  I  enter  each  week  in  black  ink  the  figures 
for  the  current  year.  On  the  first  ruled  line  is  entered, 
"Week  ending  February  5,  1905,"  etc.  In  part  of  the 
book  pages  are  ruled  off  for  the  names  and  addresses  of 
all  officers  and  teachers. 


The  "  Nest  Egg  "  seems  to  be  a  new  idea  in  some 
schools.  We  have  a  large  egg  about  a  foot  long  made 
of  wood  and  painted  to  look  like  a  hen's  egg.  It  is  hol- 
low and  has  a  hole  in  the  top.  The  church  building  fund 
for  our  present  house  was  started  in  this  egg  more  than 
twenty  years  ago,  and  it  is  now  in  use  for  a  similar 
purpose  looking  forward  to  a  new  "  Model  Sunday-school 
building."  A  certain  sum  of  money  is  put  into  it  every 
week  in  the  presence  of  the  school.  This,  with  the 
prayer  which  always  accompanies  it,  keeps  the  matter 
prominently  before  the  school. 


Appendix  A  277 

On  Rally  Day  two  years  ago  all  were  asked  to  bring 
cut  garden  flowers.  A  light  framework  in  the  shape  of 
a  cross  with  open  wire  screening  for  a  back  was  placed 
on  the  platform.  It  was  eight  feet  long.  The  foot  of 
the  cross  rested  on  the  floor  and  the  top  on  a  railing 
three  feet  high.  As  the  scholars  passed  by  the  platform 
in  procession  to  the  music  of  the  orchestra  they  tossed 
their  flowers  upon  the  cross.  Others  arranged  the 
flowers.  It  was  a  most  beautiful  cross  when  completed 
and  cost  but  a  trifle. 


Announcements  which  are  always  made  in  the  same 
manner  and  practically  in  the  same  words  are,  for  the 
most  part,  a  waste  of  time ;  it  is  possible  to  have  variety 
in  the  announcements.  Sometimes  it  works  well  to  have 
the  pastor  announce  the  preaching  service ;  the  Christian 
Endeavour  president  the  Endeavour  service,  etc.  It  is 
better  not  to  call  them  •'  announcements  "  at  all,  but  to 
refer  to  them  as, — "  The  opportunities  of  the  week," 
"  Some  important  things  that  are  going  on,"  etc.  It  is 
a  waste  of  time  to  make  an  announcement  that  you  have 
an  announcement  to  make.  Announcements  usually 
have  the  best  effect  when  they  are  given  in  a  way  not  to 
be  recognized  as  announcements  ;  for  example  :  Suppose 
something  in  the  hymn  you  are  singing  reminds  you  of 
the  pastor's  text  for  that  evening,  refer  to  that  fact  and 
remind  the  school  that  it  is  a  good  thing  to  be  on  hand 
when  the  pastor  preaches. 


We  have  had  much  difficulty  in  maintaining  a  teacher- 
training  class.     We  had  an  idea  that  teachers  who  have 


278       How  to  Conduct  a  Sunday  School 

classes  should  take  a  training  course.  This  required  an 
extra  meeting  during  the  week,  which  was  difficult  to 
secure.  Now  our  teacher-training  class  is  made  up  of 
prospective  teachers — young  people  who  are  looking 
forward  to  taking  up  the  teacher's  work.  It  meets  at 
the  Sunday-school  hour  and  is  a  success. 


A  good  object  lesson  to  present  to  the  school  may  be 
made  by  placing  upon  the  blackboard  or  a  chart  two 
rings  whose  relative  size  corresponds  to  the  size  of  the 
church  and  Sunday-school.  They  should  lap  over  each 
other  in  such  a  way  as  to  show  what  proportion  of  the 
church  is  in  the  Sunday-school.  Another  pair  of  rings 
showing  what  proportion  of  the  Sunday-school  is  in  the 
church  is  equally  effective.  This  device  of  course  is  to 
be  used  as  a  starting  point  for  getting  more  of  the  church 
members  into  the  Sunday-school  and  more  of  the  Sunday- 
school  into  the  church. 


Have  some  variety  in  the  music.  Occasionally  have  a 
verse  read  before  it  is  sung,  or  a  verse  may  be  sung  by 
one  voice  or  one  class,  or  one  department,  or  by  the 
boys,  or  by  the  girls,  etc.  Sometimes  the  effect  is  good 
to  have  all  sing  the  melody.  Sometimes  sing  a  verse 
without  the  instruments.  Some  choruses  are  pretty  re- 
peated softly  with  closed  lips,  simply  humming  the  tune. 
Have  variety. 


Some  schools  make  quarterly  reports  to  the  parents  of 
the  standing  of  the  scholars  in  the  matter  of  attendance. 


Appendix  A  279 

offering,  deportment,  etc.  There  are  two  sides  to  it. 
Parents  who  are  interested  sufficiently  to  care  much  will 
if  possible  attend  the  school.  Then  they  will  know  these 
things  without  being  told.  However  it  has  its  ad- 
vantages. 


"  Tulip  Sunday "  was  the  name  given  to  our  Easter 
exercises  one  year.  Tulips  and  flowers  were  brought  in 
pots  in  large  numbers  and  the  platform  was  filled  with 
them.  A  program  of  suitable  scripture,  appropriate  reci- 
tations and  music  was  given.  The  tulips  were  taken  to 
the  sick  of  our  own  church  and  to  the  hospital.  Sim- 
ilarly on  another  Easter  we  had  a  "  Hyacinth  Sunday." 


I  find  a  loose-leaf  book  commonly  known  as  a  price 
book  the  best  thing  I  have  yet  used  for  my  Sunday  pro- 
grams. The  programs  are  written  out  in  full  before 
Sunday.  After  the  program  is  written  out  the  leaves 
can  be  placed  in  the  book  and  thus  kept  in  good  order 
and  always  clean.  It  is  a  good  thing  to  preserve  these 
programs  from  week  to  week. 


I  interested  one  class  of  boys  by  offering  to  start  for 
them  a  class-library  beginning  with  one  book  of  their 
own  selection,  a  second  book  to  be  added  when  all  the 
members  had  read  the  first  one,  and  so  on.  They 
selected  Ben  Hur  for  the  first  book. 


It  is  a  good  thing  to  have  permanent  committees  on 
temperance,  missions,  etc.,  who  will  be  constantly  on  the 


28o   How  to  Conduct  a  Sunday  School 

lookout  for  something  good  for  the  program  on  temper- 
ance and  missionary  days,  which  they  will  suggest  in  ad- 
vance to  the  superintendent.  He  can  then  work  into  his 
program  such  suggestions  as  are  suitable. 


Any  school  which  is  financially  able  would  find  it  a 
good  investment  to  have  as  part  of  its  furniture  a  large 
globe,  say  two  feet  in  diameter.  If  the  mission  stations 
of  the  denomination  are  located  upon  it  the  school 
will  get  a  better  idea  where  they  are  than  in  any  other 
way. 


Occasionally  in  the  closing  exercises  of  the  school  it  is 
well  to  take  three  or  five  minutes  for  one  minute  per- 
sonal testimonies  concerning  Christ  and  the  Christian 
life.  Many  times  this  will  fix  the  truth  of  the  lesson 
better  than  anything  that  can  be  said  from  the  platform. 


We  find  it  pays  to  recognize  in  some  way  those  who 
do  the  best  home-study  work  on  the  lessons.  We  re- 
cently gave  the  little  book  "  The  Words  of  Jesus  "  to  the 
boy  and  girl  in  each  department  whose  work  on  the 
lessons  showed  up  the  best  as  indicated  on  their  written 
home-study  shps. 


We  have  upon  the  walls  of  our  room  the  photographs 
of  two  of  our  boys  who  lost  their  lives  in  the  Spanish - 
American  War.     We  should  also  place  there  the  photo- 


Appendix  A  281 

graph  of  any  member  of  the  school  who  lost  his  hfe 
in  trying  to  save  Hfe ;  the  influence  upon  the  school  is 
good. 


The  superintendent  who  runs  too  far  ahead  of  the 
teachers  will  break  the  cord  that  binds  them  together. 
He  should  keep  close  to  his  teachers  ;  take  them  into  his 
counsel.  If  he  has  anything  new  to  suggest  talk  it  over 
with  the  teachers  before  presenting  it  to  the  school. 


We  offered  a  small,  cloth  bound  copy  of  the  Gospel  of 
John,  emphasized  edition,  to  any  member  of  the  school 
who  would  read  this  Gospel,  our  lessons  being  in  it  at 
that  time.  This  worked  well ;  we  gave  out  something 
like  five  hundred  copies  in  two  months. 


It  is  a  capital  idea  to  save  the  beautiful  pictures  of  the 
leaf-cluster,  and  use  them  to  paper  the  walls  of  your  mis- 
sion Sunday-school  building.  I  have  seen  walls  thus 
papered  and  they  were  constantly  preaching  many 
beautiful  though  silent  sermons. 


It  is  worth  while  to  make  a  continuous  and  systematic 
effort  to  secure  as  members  of  the  Sunday-school  all  the 
members  of  the  church.  We  have  not  succeeded,  but 
the  effort  we  have  made  has  brought  us  many  new  mem- 
bers and  we  are  keeping  at  it. 


282        How  to  Conduct  a  Sunday  School 

We  have  found  that  it  pays  to  send  from  two  to  six 
delegates  regularly  to  our  annual  county  and  state  con- 
ventions, pay  their  travelling  expenses  and  expect  them  to 
make  a  report  to  our  workers'  meeting.  It  stimulates  the 
workers  and  helps  the  school. 


Private  class-cards  are  good.  They  are  printed  on  thin 
paper  and  kept  by  the  teacher  in  his  Bible.  He  thus  has 
a  complete  mailing-list,  or  prayer-list  always  at  hand  and 
there  is  no  necessity  to  take  the  regular  class-card  from 
the  school. 


It  is  a  good  thing  to  think  ahead.  On  January  ist, 
reserve  a  few  pages  of  your  diary,  heading  one  "  Easter," 
another  "  Children's  Day  "  and  others  "  Rally  Day," 
"  Christmas,"  etc.  Then,  as  you  get  suggestions  through 
reading  and  other  sources,  make  note  of  them. 


When  the  members  of  the  teacher-training  class  gradu- 
ate, present  their  diplomas  to  them  in  public  with  short 
appropriate  exercises.  It  is  an  honour  justly  deserved  by 
the  students  and  will  encourage  others  to  take  up  the 
training  course. 


Where  it  can  be  done,  it  is  a  fine  thing  to  keep  in  touch 
with  absentees  who  are  out  of  the  city,  especially  during 
vacation  time.  If  the  church  or  school  prints  a  paper  or 
calendar,  send  that ;  the  absent  members  will  appreciate  it. 


Appendix  A  283 

Small  cards  with  pressed  flowers  from  Palestine  pasted 
upon  them  make  beautiful  Christmas  and  New  Year 
presents  and  are  inexpensive.  The  small  ones  may  be 
had  for  two  cents  each  in  quantities. 


We  asked  our  members  to  hand  in  written  suggestions 
as  to  how  to  improve  our  Sunday-school.  Printed  slips 
were  given  out  for  the  purpose  and  we  received  many 
good,  helpful  suggestions.  It  makes  all  feel  that  they  are 
part  of  the  concern. 


Some  superintendents  occasionally  have  the  boys  and 
men  whistle  the  air  of  a  song  while  the  rest  sing  the 
words.  It  sounds  beautiful  when  well  done ;  but  I  have 
been  afraid  to  try  it.  If  the  boys  make  nonsense  of  it, 
the  effect  is  bad. 


I  must  make  a  collection  of  articles  from  Palestine  to 
use  in  the  school  occasionally.  I  already  have  phylac- 
teries, a  tear -bottle,  a  piece  of  sackcloth,  a  cone  from 
the  cedars  of  Lebanon,  a  bottle  of  Jordan  water,  etc. 


The  preview  is  the  solution  of  the  review.  A  quarterly 
review,  for  which  preparation  has  been  made  from  the 
first  of  the  quarter  to  review  day,  will  be  a  delight  and 
very  profitable.  Lacking  this  preparation  in  advance  it 
is  a  bugbear  and  usually  a  failure. 


When  new  members  apply  for  admission,  especially  if 
they  are  children,  it  is  well  to  ascertain  whether  or  not 


284       How  to  Conduct  a  Sunday  School 

they  are  leaving  another  school  to  join  yours.  If  they 
are,  it  is  better  to  look  into  the  matter  before  receiving 
them. 


Where  the  Sunday-school  follows  the  church  service 
it  is  a  good  plan  to  have  officers  of  the  school  stationed 
at  the  ends  of  the  aisles  to  give  all  who  are  not  regular 
members  a  cordial  invitation  to  remain  for  the  Sunday- 
school. 


Stereopticons  are  now  being  used  by  so  many  churches 
that  I  must  look  into  the  matter.  They  are  not  so  ex- 
pensive as  they  used  to  be,  and  those  who  are  using  them 
seem  much  pleased.  The  moving  picture  is  yet  to  be 
used  in  the  Sunday-school. 


It  works  well  to  emphasize  one  department  at  a  time. 
For  example,  suppose  you  try  to  get  the  whole  school 
interested  for  a  month  or  a  quarter  in  adding  members 
to  the  cradle  roll.     Then  take  another  department. 


By  all  means  have  some  systematic  method  of  filing 
clippings  so  they  can  always  be  found  when  needed.  It 
is  a  good  plan  to  file  with  these  clippings  cards  locating 
articles  which  cannot  themselves  be  filed.  For  example : 
"  First  Sunday-schools  in  the  United  States.  See  Yale 
Lectures,  pp.  122,  123." 


Many  schools  are  woefully  ignorant  of  the  missionary 
work  of  their  denomination.     We  superintendents  are  at 


Appendix  A  285 

fault.  The  schools  ought  to  know  and  to  be  interested. 
Then  they  will  give.  "  No  information — no  inspira- 
tion." 


I  believe  one  of  the  best  things  we  do  in  our  Sunday- 
school  is  to  fix  choice  Scripture  passages  in  the  minds  of 
the  scholars.  These  passages,  in  future  years,  will  be 
found  helpful  in  times  of  temptation  and  sorrow. 


It  is  a  good  thing  for  the  superintendent  to  spend 
part  of  the  lesson-study  period  on  the  platform  whence 
he  can  study  the  school ;  it  enables  him  to  detect  the 
beginnings  of  disorder  and  to  note  the  weak  spots. 


If  the  school  is  supporting  a  boy  or  a  girl  in  the 
mission-field,  it  adds  greatly  to  the  interest  and  in- 
creases the  offerings  to  have  an  enlarged  picture  of 
that  person  displayed  in  the  Sunday-school  room. 


When  there  is  a  deep  spiritual  interest  in  the  school  it 
is  well  to  have  a  brief  informal  after-meeting  for  such  as 
wish  to  remain.  There  is  better  opportunity  for  personal 
work  there  than  in  the  class. 


Do  not  adopt  every  new  method  of  which  you  hear  at 
conventions.  Carefully  consider  every  new  method  pro- 
posed, then  be  careful  to  adapt  before  you  adopt.  Intro- 
duce but  one  new  plan  at  a  time. 


286       How  to  Conduct  a  Sunday  School 

The  endless  portable  blackboard  has  some  advantages 
over  other  kinds.  The  writing  can  always  be  at  the  top 
of  the  board  where  it  may  be  seen. 


Occasionally  have  all  the  real  old  people — say  those 
seventy  years  old  and  older  sit  upon  the  platform.  Their 
testimony  as  to  God's  goodness  and  power  to  keep  would 
be  interesting  and  helpful. 


Birthday  letters  are  very  helpful.  The  superintendent 
who  sends  birthday  letters  to  his  officers  and  teachers  will 
find  it  is  time  well  spent.  The  same  is  true  as  to  teachers 
and  their  scholars. 


Many  schools  have  •*  colours  "  and  a  "  flower."  The 
former  are  used  in  decorations  and  the  latter  on  special 
occasions.  Our  colours  are  blue  and  white  and  our  flower 
is  the  pink  carnation. 


Make  it  plain  to  the  officers  of  the  school  that  no 
interruption  of  teachers  during  the  teaching  period  is  to 
be  permitted  on  any  account.  Be  sure  you  do  not  set  a 
bad  example  yourself. 


Remember  the  boys  and  girls  who  are  away  at  college. 
Send  them  a  message  once  in  a  while.  When  their  birth- 
days come,  have  the  school  send  a  telegram  of  congratu- 
lations. When  they  are  at  home  for  their  vacation,  make 
mention  of  it. 


Appendix  A  287 

The    conquest   flag   and   the   Christian  flag   make   a 

beautiful  decoration  especially  when  used  with  the  flag 
of  the  country. 


Send  a  representative  of  the  school  to  visit  other 
schools  and  report  the  good  things  seen  there  to  the 
workers'  meeting  the  following  week.  We  can  learn 
from  others. 


I  saw  a  rectangular  Sunday-school  room  made  into 
eight  light  class-rooms  in  half  a  minute  by  means  of 
curtains  hung  on  wires  tightly  stretched  across  the  room, 
one  lengthwise  through  the  centre  and  three  crosswise  at 
regular  intervals. 


Occasionally  we  find  a  very  precious  feature  of  our 
opening  exercises  in  what  is  known  as  "  sentence 
prayers."  We  sometimes  have  ten  or  a  dozen  of  them 
in  two  or  three  minutes. 


Occasionally  have  some  good  reader  read  the  lesson  to 
the  school  out  of  the  Twentieth  Century  New  Testament 
while  the  members  follow  it  in  their  own  Bibles  noting 
the  difference. 


A  Sunday-school  choir  is  capital  if  well  handled.  It 
improves  the  singing  and  is  good  practice  for  the  mem- 
bers who  may  be  in  training  for  the  church  choir  later. 


Keep  your  eyes  open  for  novel  printing  and  new  ways 
of  advertising. 


288       How  to  Conduct  a  Sunday  School 

Some  schools  have  a  custom  of  decorating  the  graves 
of  members  who  have  died  during  the  preceding  year. 
We  have  never  done  it,  but  it  is  worth  thinking  about. 


Keep  thinking  up  good  names  for  classes,  and  put 
them  in  your  book.  Your  teachers  will  call  upon  you 
from  time  to  time  to  suggest  a  name.  For  boys'  classes, 
Indian  names  are  attractive. 


"  The  Boynton  Neighbourhood,"  by  Faye  Huntington, 
will  greatly  interest  the  home  department  superintendent. 
It  shows  the  possibilities  of  that  department. 


It  is  well  frequently  to  remind  the  young  men  and 
women  in  the  school  of  the  advantages  of  the  young 
people's  society  and  to  urge  them  to  attend. 


Keep  your  eyes  open  for  those  who  are  interested  and 
who  might  possibly  be  induced  to  confess  Christ  and  join 
the  church.     Always  turn  their  names  over  to  the  pastor. 


Beware  of  the  visitor  who  wishes  to  **  say  a  few  words 
to  the  dear  children."  The  school  is  better  off  without 
that  speech.     Stick  to  the  program. 


I  find  it  is  profitable  to  study  the  advertisements  in  the 
church  and  Sunday-school  papers.  Often  I  find  some- 
thing there  that  will  help  me. 


Keep  a  box  of  thumb  tacks  handy  in  the  desk.     They 
are  often  useful. 


Appendix  A  289 

The  World's  Sunday-School  Association  has  opened  a 
Surplus  Material  Department.  This  affords  a  fine  oppor- 
tunity for  Sunday-schools  to  use  the  material  they  do  not 
need  in  the  way  of  lesson  helps,  illustrated  papers,  leaf 
clusters,  and  so  on.  By  apphcation  to  this  department 
at  Metropolitan  Tower,  New  York  City,  any  Sunday- 
school  may  be  placed  in  touch  with  a  mission  Sunday- 
school  of  its  own  denomination  to  which  it  may  send  its 
surplus  material.  This  furnishes  a  bond  of  union  that 
creates  interest  both  at  home  and  abroad.  About  ten 
thousand  American  Sunday-schools  are  now  lined  up 
with  as  many  mission  stations  through  this  channel  and 
find  it  a  delight. 


A  large  bulletin  board  in  the  entry  is  valuable.  It  can 
be  made  of  soft  wood,  and  covered  with  felt  if  desired. 
Notices  can  be  put  up  with  thumb  tacks. 


How  about  the  basement?  Can  it  not  be  fitted  up 
for  the  boys'  drill  room  or  game  room?  They  would 
like  a  place  hke  that  if  it  can  be  made  warm  and  com- 
fortable.    Think  about  it. 


Many  schools  give  out  the  "  Scattergood  "  Calendar 
the  first  of  January  to  their  members.  These  calendars 
were  furnished  by  the  late  Thomas  Scattergood,  of  Phila- 
delphia. There  is  a  page  for  each  month  with  beautiful 
and  helpful  mottoes.  They  may  be  had  free  upon  appli- 
cation, though  there  may  be  limitations  with  which  I  am 
not  familiar. 


290       How  to  Conduct  a  Sunday  School 

The  writing  of  a  daily  letter  is  a  good  habit.  Suppose 
each  night  before  retiring,  or  each  morning  before  break- 
fast, the  superintendent  should  ask  himself  the  question, 
"  Which  one  of  the  officers,  teachers,  or  scholars  in  our 
school  needs  a  word  of  encouragement  the  most  just 
now  ?  "     Then,  write  your  letter. 


It  is  a  good  thing,  in  the  fall,  to  write  to  the  various 
denominational  and  independent  Sunday-school  Publish- 
ing Houses  for  their  new  catalogues.  You  will  likely 
find  something  there  you  would  Hke  to  use,  but  even  if 
you  do  not,  you  will  find  much  to  interest  you. 


I  have  used  a  duplicating  machine  with  good  effect, 
but  it  does  not  take  the  place  of  printing ;  the  work  is 
not  always  satisfactory.  However,  it  is  convenient  to 
have. 


Pennants  are  quite  the  thing  these  days.  Many  or- 
ganizations and  many  towns  have  pennants  of  their  own. 
They  have  been  popular  with  colleges  and  schools  a  long 
time.  The  Sunday-school  pennant  is  a  good  thing.  It 
should  be  made  of  the  colours  of  the  school. 


Every  superintendent  would  do  well  to  read  at  least 
one  good  Sunday-school  book  each  month.  Even  then, 
he  cannot  hope  to  keep  up  with  the  procession. 


From  one-fifth  to  one-third  of  the  Sunday-school  is 
absent  every  Sunday.     The  superintendent  should  en- 


Appendix  A  291 

deavour  to  find  the  reason  for  this,  and  these  absent 
members  should  rest  heavily  upon  his  heart. 


We  find  a  church  and  school  paper  very  helpful.  For 
over  thirty  years  we  have  published  The  Helper.  It 
started  as  a  little  four-page  leaflet  but  it  is  now  a  twenty- 
four  page  magazine.  The  advertising  and  subscriptions 
just  about  carry  it.  It  is  an  invaluable  means  of  com- 
munication between  the  pastor  and  superintendent  and 
the  church  and  school. 


The  superintendent  should  turn  over  to  the  pastor 
promptly  every  item  of  information  concerning  any 
member  of  the  school  that  will  in  anywise  help  the 
pastor  in  his  work. 


A  number  of  the  Sunday-schools  of  Winnipeg  and  of 
Chicago  have  baseball  clubs.  They  claim  it  helps  to 
hold  the  big  boys  and  young  men  in  the  summer.  No 
one  is  eligible  to  the  club  who  is  not  a  member  of  the 
school.  In  Chicago,  there  are  about  one  hundred  clubs 
in  the  League,  numbering  something  Hke  two  thousand 
boys  and  young  men  all  told.  They  are  not  allowed  to 
use  tobacco  or  bad  language,  nor  to  play  on  Sunday. 


Make  it  a  point  to  get  every  officer  of  the  church  into 
the  Sunday-school.  You  may  not  succeed  but  it  will 
pay  to  make  the  effort. 


292   How  to  Conduct  a  Sunday  School 

It  gives  the  impression  of  enterprise  for  the  school  to 
have  neatly  printed  stationery  of  its  own  for  the  use  of  the 
officers  and  teachers. 


The  superintendent  who  frowns  or  scolds  or  becomes 
impatient  will  soon  lose  his  power  to  control  That 
gone,  all  is  gone. 


Keep  the  teachers  reading  good  things.  Splendid 
tracts  on  all  phases  of  the  work  are  plentiful.  They  are 
cheap  too. 


Insist  that  no  quarterlies  or  lesson-helps  be  used  in  the 
class  in  the  teaching  process  by  either  teacher  or  scholars. 


The   International  Bible  Reading  Association  works 
well  and  increases  the  interest  in  Bible-study., 


Have  something   going  on  all  the  time.     Keep  the 
school  continually  looking  forward. 


It   is  well   to   avoid  the  selling  of  tickets  and  such 
things  in  the  church  on  Sunday. 


When  you  notice  a  specially  good  voice  among  the 
scholars  tell  the  chorister  about  it. 


Keep  up  the  shout  of  victory. 


Never  get  discouraged. 


APPENDIX  B 

GOOD  BOOKS  FOR  SUNDAY  SCHOOL  WORKERS 

It  is  impossible  to  classify  accurately  many  of  the 
valuable  Sunday-school  books,  because  they  treat  of  dif- 
ferent phases  of  the  work.  In  order  to  make  the  follow- 
ing list  as  practical  as  possible  therefore,  the  same  book 
may  be  listed  in  several  places.  All  of  the  books  in  this 
entire  list  will  be  found  helpful,  and  it  is  especially  urged 
that  pastors,  superintendents,  and  teachers  read  as  many 
as  possible  of  those  classified  under  general  heads.  There 
are  many  valuable  periodicals,  none  of  which  are  included 
in  this  list. 

ORGANIZATION  AND  HISTORY 

Bible  School  Vision.      Welshimer.  -         -         -  $     .50 

Front    Line    of    the    Sunday    School    Movement. 

Peloubet.      -------  i.qo 

Reports  of  International  Sunday  School  Conventions  i.oo 

Robert  Raikes  :  The  Man  and  His  Work.     Harris.  1.50 

Sunday  School  Movements  in  America.      Brown.  -  1. 25 

The  Bible  School.     McKinney.    -         -          -         -  .60 

The  Evolution  of  the  Sunday  School.  Cope.  -  .75 
The  History  of  The  International  Lesson  System. 

Rice.           -------  .50 

The  International  Lesson  System.  Sampey.  -  1.25 
World    Wide     Sunday    School    Work,    World's 

Seventh  Convention,  Zurich.        -         _         -  i.oo 

Yale  Lectures  on  the  Sunday  School.      Trumbull,  i.OO 

293 


294       How  to  Conduct  a  Sunday  School 

RELIGIOUS  EDUCATION  IN  GENERAL 

A  Biblical  Introduction.     Adeney  and  Bennett,         -  2.00 

A  Manual  of  Hebrew  Private  Life.     Stearns,         -  .25 

A  Primer  of  Hebrew  History.     Stearns,        -         -  40 

A  Primer  of  the  Bible.     Bennett,           -         -         _  1. 00 

Biblical  Geography  and  History.     Kent,        -         -  1.25 

Biographical  Studies  in  the  Bible.     Strong,    -         -  .50 

Education  in  Religion  and  Morals.      Coe,      -         -  1.25 

Garden  of  Eden.     Dean  Hodge,            -         -         -  I.^O 

Hero  of  Heroes.     Horton,  -         »         -         -         -  i.oo 

Heroes  and  Crises  of  Early  Hebrew  History.    Kent.  i.oo 

Historical  Bible.     6  Vols.     Kent.         -         -         -  i.oo 

Historical  Geography  of  the  Holy  Land.     Smith.  -  3.75 

History  of  the  Bible.     Mutch,     -         -         -         -  .50 

History  of  the  Hebrew  People.  Kent,  2  Vols.  Each  1.25 

Hymns  You  Ought  to  Know.      Cope,  -         -         -  1.50 

Jesus  Christ  and  the  Christian  Character.    Peabody.  .50 

Landmarks  of  Church  History.      Cowan.       -         -  .40 

New  Testament  and  its  Writers.     McClymont.       -  .40 

Out-of-Doors  in  the  Holy  Land.     VanDyke.          -  1.50 

Principles  of  Religious  Education.     Butler.  -         -  1.25 

Religion  of  a  Mature  Mind.      Coe,        _         -         -  1.25 
Social  Significance  of  the  Teachings  of  Jesus.     Jenks. 

.75  cloth,  .50  paper 

Story  of  the  Bible.     Foster.           -         -         -         -  i.io 

Story  of  the  Bible.     Hurlburt.     -         -         -         -  i.io 

The  Ancestry  of  the  English  Bible.     Price,  -         -  2.00 

The  Bible  and  its  Books.     Hamill.       -         -         -  ,50 

The  Child  and  His  Religion.     Dawson.         -         -  .75 

The  Construction  of  the  Bible.     Adeney.       -         -  1.50 

The  Heart  of  the  Bible.     Robertson,     -         -         -  i.oo 

The  Land  of  Israel.     Stewart.     -         -         -         -  .45 

The  New  Appreciation  of  the  Bible.     Selleck.        -  1.50 

The  Old  Testament  and  its  Contents.     Robertson.  .40 

The  Pleasure  of  Reading  the  Bible.     Scott,    -         -  .50 

The  Romance  of  the  English  Bible.     Paris,           -  .25 

The  Worker  and  His  Bible.     Eiselen-Barclay,        -  .55 


Appendix  B  295 

Thirty-Four    Memory  Hymns    and    their  Stories. 

Wells,         -          -          -                     ...  .50 

GENERAL  METHODS 

Superintendents  should  read  these  books  as  well  as  those  indicated 
specifically  The  Superintendent, 

A  Manual  of  Sunday  School  Methods.     Foster.      -  i.oo 

Efficiency  in  the  Sunday  School  -         -         -         _  i.oo 
For  Childhood  and  Youth  :  Ideals  for  the  Modern 

Sunday  School.      Mark.        -         _         _         _  .60 

Future  Leadership  of  the  Church.     Mott.      -         -  .50 

Housing  the  Sunday  School.      Lawrance.        -         -  2.00 

How  to  Increase  Attendance.     Stowell.          .          .  .10 

Modern  Methods  in  Sunday  School  Work.     Mead.  .50 
Organizing   and    Building   up   the  Sunday  School. 

Hurlbut.     -------  .65 

Principles  and  Ideals  for  the  Sunday  School.     Bur- 
ton-Matthews.    ------  I.oo 

Some  Great  Stories  and  How  to  Tell  Them.    Wyche.  .50 

Sunday  School  Essentials.      Wells.        -         -         -  i.oo 

Sunday  School  Management.      Cope.     -         -         -  .25 

Sunday  School  Problems.      Wells.         _         _         _  i.oo 
Sunday  School  Records,  Reports  and  Recognitions. 

Fox.  --------  .50 

Sunday  School  Secretary  and  Assistants.    McKinney.  .10 

Sunday  School  Success.      Wells.  -         -         -         -  i.oo 

The  Christ,  the  Church  and  the  Child.     Bonner.  -  i.oo 

The  Church  School.     Athearn.    -         -         -         -  j.oo 

The  Graded  Sunday  School  in  Principle  and  Prac- 
tice.    Meyer.      ------  .50 

The  Invitation  Committee.      "John  Timothy  Stone.  -  .25 

The  Organized  Sunday  School.     Axtell.        -         -  .50 

The  Pedagogical  Bible  School.     Haslett.       -         -  1.25 

The  Sunday  School  at  Work.     Farts.  -         -         -  i.oo 
The  Sunday  School  Graded — How,  Why,  What  ? 

McKinney.           -          -          -          -          -          -  .11 

The  Sunday  School  in  the  Country.     Farts,           -  .10 


296        How  to  Conduct  a  Sunday  School 

The  Sunday  School  of  To-day.  Smith.  -  -  1,25 
The  Sunday  School  Organized  for  Service.     Law- 

rance.          _-_-.__«  .^O 

The  Treasurer  and  the  Librarian.      Wells.     -         -  .10 

The  Work  and  the  Way.      Wimms  and  Humphrey.  .60 

The  Work  of  the  Sunday  School.     Marker.           -  i.oo 

The  Worker  and  His  Church.     Beeler.         -         -  .50 

Timothy  Standby.      Clark.            _         -         -         _  .^0 

Ways  of  Working.  Schauffler.  -  -  -  -  .88 
Working  Manual  of  a  Successful  Sunday  School. 

Lawrance.            _-__--  ,25 

Worship  in  the  Sunday  School.     Hartshorne,          -  1,25 

ELEMENTARY  DIVISION 

After  the  Primary — What  ?  McKinney.  -  -  .50 
All  about  the  Primary.  Sudlow.  -  -  -  .50 
A  Montessori  Mother.  D.  C.  Fisher.  -  -  1.25 
As  the  Twig  is  Bent.  Chenery.  -  -  ,.  -  i.oo 
A  Study  of  Child  Nature.  Harrison.  -  -  -  I.OO 
Beckonings  from  Little  Hands.  DuBois.  -  -  .75 
Beginners'  Department.  Athearn.  -  -  -  .35 
Child  Nature  and  Child  Nurture.  St.  John.  -  .50 
Child  Problems.  Mangold.  -  -  -  -  1.25 
Children  of  the  Future.  Nora  Archibald  Smith.  -  I.OO 
Children's  Rights.  Wiggin.  -  -  -  -  i.oo 
Children's  Ways.  Sully.  -  -  -  -  -  1.25 
Christmas  Tide.  Harrison.  -  _  -  -  i.oo 
Fifty  Famous  Stories  Retold.  Baldwin.  -  -  .30 
Finger-Points  to  Children's  Reading.  Field.  -  1.08 
Fireside  Child  Study.  DuBois.  -  -  -  -  -75 
For  the  Children's  Hour.  Bailey  and  Lewis.  -  1.50 
Handwork  in  the  Sunday  School.  Littlefield.  -  i.OO 
How  to  Tell  Stories  to  Children.  Bryant.  -  -  I.OO 
In  Story  land.  Harrison.  -----  i.oo 
International  Graded  Lessons  for  Beginners  -  .50 
International  Graded  Lessons  for  Primary  De- 
partment   -------  .50 


Appendix  B  297 

International  Graded  Lessons  for  Junior  Depart- 
ment                 _______  ^^Q 

Junior  Department.     Athearn.     -         _         _         «  .^^ 

Kindergarten  Lessons  for  Church  Sunday  Schools  -  .75 
Kindergarten  Stories  for  the  Sunday  School  and  the 

Home.      Cragtn.           -         -         -         -         -  1.25 

Lessons'for  Teachers  of  Beginners.     Daniehon,     -  .75 

Little  Animal  Stories.     Daniehon,         _         -         _  i.oo 

Love  and  Law  in  Child  Training.     Poulsson.          -  i.oo 

Making  Men  and  Women.     Robinson.           -         -  .75 
Making  the  Best  of  our  Children.     Jllen.     2  Vols. 

Each  I.oo 

Misunderstood  Children.     Harrison,    -         -         -  i.oo 

Mother  Stories.     Lindsay.  -         _         _         _         _  i.oo 

Object  Lessons  for  Little  People.     Danielson,         -  i.oo 

Our  Primary  Department.     Murray.    -         -         -  .50 

Picture  Work.     Hervey.     -         -         -         -         -  .25 

Practical  Primary  Plans.     Black.           _         -         _  i.oo 

Prayers  for  Children.     Mrs.  W.  H.  Dietz.  -         -  .05 

Primary  Department.     Athearn.  -         _         _         _  .35 

Primary  Lesson  Detail.      Thomas.         -         -         -  .60 

Stories  and  Story  Telling.     St.  "John.    -         -         -  .50 

Stories  of  Bible  Victories  (Junior).     Robinson,         -  .58 

Telling  Bible  Stories.     Houghton.         -         -         -  1.25 

Tell  Me  a  True  Story.     Stewart.         -         -         -  1.25 

The  Beginners'  Department.      Wray.  -         -         _  .50 

The  Child.      Tanner.           _         -         _         -         _  1.25 

The  Child  and  His  Religion.     Dawson.         -         -  .75 

The  Child  for  Christ.     Mc Kinney.       -         -         -  .50 

The  Children's  Challenge  to  the  Church.    Gardner.  .85 

The  Church  and  Her  Children.     Hulbert.    -         -  i.oo 

The  Dawn  of  Character.     Mumford.   _         -         -  .75 
The  Elementary  Worker  and  His  Work.      'Jacobs^ 

Lincoln.      --___--  .55 

The  Fire  Builders.     DuBois.        -         -         -         -  -35 

The  First  Three  Years  of  Childhood.     Bardeen,  -  1.50 

The  Junior  Congregation.     Farrar,     -         -         -  i.oo 

The  Junior  Worker  and  His  Work.     Robinson,     -  .55 


298       How  to  Conduct  a  Sunday  School 

The  King  and  His  Wonderful  Castle.     Brown,     -  .35 

The  Lord's  Prayer  for  Children.     Lawson.    -         -  .50 
The    Moral    Condition   and  Development  of  the 

Child.      Wright,           -         -         -         -         .  .75 

The  Natural  Way.     DuBois,       -         -         -         -  1.25 

The  Point  of  Contact  in  Teaching.     DuBois,        -  .60 

The  Primary  Department.     Archibald,           -         -  .50 
The    Primary    Teacher   in   the    Country    Sunday 

School.     Pierson.      -          -         -          -          -  .12 

The  Pupil  and  the  Teacher.      Weigh.  -         -         -  .50 

The  Shepherd  Psalm  for  Children.     Baldwin,        -  .30 

The  Story  Hour.      Wiggin  and  Smith.            -         -  i.oo 

The  Training  of  Children  in  Religion.     Hodges.    -  1.50 

The  Unfolding  Life.     Lamoreaux.        -         _         _  .7^ 

The  Unfolding  Personality.     Mark.    -         -         -  i.oo 

Three  Years  with  the  Children.      Wells,       -         -  1.25 

Up  Through  Childhood.     Hubbell,       -         -         -  1.25 


SECONDARY  DIVISION 

Boy  Life  and  Self-Government.     Fiske,        -  -  i.oo 

Boy  Scouts  of  America        -         -         -         -  -  .25 

Boy's  Eye  View  of  the  Sunday  School.     Pucker,  -  .50 

Boys'  Self-Governing  Clubs.     Buck,     -         -  -  .50 

Boy  Training.     Alexander,           -         -         _  -  .82 

Bringing  up  Boys.      Clark,           -         -         -  _  .^o 

Brothering  the  Boy.     Rafferty,    -         -         -  «  .75 

Building  Your  Girl.      Wayne,      -         -         -  -  .50 

Church  Work  with  Boys.     Forbush,     -         -  -  .50 

Farm  Boys  and  Girls.     McKeever,       -         -  -  1.50 
For  Childhood  and  Youth  :  Ideals  for  the  Modern 

Sunday  School.     Mark,        -         -         -  -  .50 

Four  Epochs  in  Life.     Muncie,  -         -         -  -  1.50 

Girl  and  Woman.     Latimer,       -         -         -  -  1.50 

How  to  Deal  with  Lads      -----  .80 

Just  Girls.     Slattery,           -         -         -         -  -  i.oo 

Just  Over  the  Hill.     Slattery.      -        -        -  -  -75 


Appendix  B  299 

Life  Questions  for  High  School  Boys.     Jenks.       -  .40 
Manual  of  Physical  Training  for  Boys  and  Girls. 

Anderson.    -------  i.oo 

Men  and  Religion  Messages.        -         -         -         -  .^o 

Our  Big  Boys  and  the  Sunday  School.     McKinney,  .50 

Our  Boy — Six  Steps  to  Manhood.     Bartow.           -  .75 

Our  Boys  and  Girls.      Kennedy.   -         -         -         -  .56 

Problems  of  Boyhood.      'Johnson.            -         _         -  i.oo 

Report  Rural  Committee  (On  Adolescence).   Alex'r.  .50 

Short  Stories  of  Christ — The  Ideal  Hero.     Robinson,  .58 
Short    Stories    of   Heroes    of    the    Early    Church. 

Robinson.    -------  .58 

Short  Stories  of  Old  Testament  Heroes.     Robinson.  .58 

Social  Activities  for  Men  and  Boys.      -         -         -  i.oo 

Spirit  of  Youth  in  the  City  Streets.     Addams.         -  1.25 

Story  of  Our  Bible.     Robinson.     -         -         -         -  .58 

Story  Telling.     Lyman.       -----  .75 

Successful  Boys'  Clubs.       -----  .50 

The  Bible  Story  Retold  for  Young  People.     Ben- 
nett and  Adeney.  -          -          -          -          -          -  .60 

The  Boy  and  His  Club.     McCormick.            -         -  .50 
The  Boy  and  the  Church.     Foster.        -         '         -  -75 
The  Boy  and  the  Sunday  School.      Alexander.         -  I.OO 
The  Boy  Problem.     Forbush.       _         _         -         -  i.oo 
The  Boy  Problem  Solved.      Jamieson.  -         -         -  .50 
The  Boy's  Work  Message — Men  and  Religion  For- 
ward Movement.          -----  i.oo 

The  Boys  of  the  Street.     Stelxle.           ^-         -         -  .50 

The  Coming  Generation.      Forbush.      -         -         -  1.25 

The  Contents  of  the  Boy.     Moon.        -         -          -  l.OO 

The  Girl  and  Her  Religion.     Slattery.           -         -  i.oo 

The  Girl  in  Her  Teens.      Slattery.       -         -         -  i.oo 
The    Intermediate     Department    Church    School. 

Athearn.     -          -          -          -                     -          "  '35 

The  Intermediate  Worker  and  His  Work.     Lewis.  .55 

The  Minister  and  the  Boy.     Hoben.     -         -         -  i.oo 

The  Senior  Department  Church  School.     Athearn.  .35 

The  Senior  Worker  and  His  Work.     Lewis.          -  .55 


Joo        How  to  Conduct  a  Sunday  School 

The  Sunday  School  and  the  Teens.     Alexander,  -  i.oo 

The  Youth  of  a  People.      Winchester.  -          -  -  -75 

What  I  Tell  my  Junior  Congregation.     Bennett,  -  .75 

When  I  was  a  Girl.     Foxcroft.    -         -         -  -  1.50 

While  You  Are  a  Girl.     Slattery,         -         -  -  -75 

Winning  the  Boy.     Merrill,        -         -         -  -  ,50 


ADULT  DIVISION 

Adult    Bible    Classes :    Forms    of    Organization. 

Hazard.     -         -         -         -         -         -         -  .15 

Adult  Bible  Classes.     Hood.         -         -         -         -  -75 

Adult  Bible  Classes.      Wood-Hall,         -         -         -  .30 

Adult  Class  Study.      Wood.           -         -         '         -  -IS 

Aliens  or  Americans  ?     Grose.     -           .50  cloth,  .35  paper 

For  Home  Department  Workers.     Fergusson.        -  .10 

Higgins,  A  Man's  Christian.     Duncan.         -         -  .25 

Home  Classes  and  Home  Department.     Hazard.  -  .50 

Home  Training  in  Religion.     McKinney.      -         -  .10 

Ideal  Adult  Class  in  the  Sunday  School.      Wells,    ,  .50 

Life  of  Christ.     Stalker.      -----  .60 

Principles  of  Jesus.     Speer.          _         _         -         -  .50 

Representative  Men  of  the  Bible.    Vol.1.    Matheson.  i.oo 

Social  Creed  of  the  Churches.      Ward.           -         -  .50 

Social  Welfare  and  the  Liquor  Problem.      Warner.  i.oo 

Taking  Men  Alive.      Trumbull.  -         -          -          -  .50 

The  Adult  Bible  Class.     Revised.     Pearce.  -         -  .25 

The  Adult  Worker  and  His  Work.     Barclay.        -  .55 

The  Church's  One  Foundation.     Nicoll.       -         -  i.OO 

The  Efficient  Layman.      Cope.     -         -         -         -  1.25 

The  Home  Department  of  To-day.     Stebbins,        -  .25 

The  Home  Department.     Fergusson.    -         -         -  .10 

The  How  Book.     Hudson.           _         -         -         -  .50 
The    Ideal    Adult    Class    in    the    Sunday    School. 

Wells.         -------  .55 

The  Making  of  a  Nation.     Kent.         -         -         -  i.oo 

The  Modern  Church           -         -         -         -         -  1. 00 

The  Romance  of  the  English  Bible.     Farts.  .25 


Appendix  B  30 1 

The  Successful  Adult  Bible  Class.      Cook.     -         -  .50 

The  Sunday  School  and  the  Home.     Brown.          -  .25 

The  Teaching  of  Bible  Classes.     Revised.     8ee,    -  .75 

The  Training  of  Parents.     Abbott,         _          _          _  i.oo 
The  Why  and  How  of  the  Organized  Adult  Bible 

Class.     Bombarger.      -          -         _    ,     -         -  .25 

THE  PASTOR 
(//z  addition  to  books  under  general  headings) 

History  of  the  Sunday  School.      Trumbull.     -         -  2.00 
Pastoral    Leadership    of    Sunday    School    Forces. 

Schauffler,  -------  i.oo 

Pastor  and  Teacher  Training.  McKinney,  -  -  .50 
Personal  and  Ideal  Elements  in  Education.  King.  1.50 
Teaching  and  Teachers.  Trumbull.  -  -  -  1.25 
The  Ministry  of  the  Sunday  School,  Pattison.  -  i.oo 
The  Modern  Sunday  School  in  Principle  and  Prac- 
tice. Cope.  ---_-«  1.25 
The  Pastor  and  the  Sunday  School.  Hatcher.  -  .75 
The  Sunday  School  and  the  Pastor.  Farts.  -  -  .50 
The  Twentieth  Century  Sunday  School.      Greene.  -  .50 

THE  SUPERINTENDENT 

(In  addition  to  the  books  under  general  headings) 

A  Model  Superintendent.      Trumbull   -         -         -  1.25 

A  Prayer  Before  the  Lesson.      Howard.         -         -  .50 

Sparks  from  a  Superintendent's  Anvil  -         -         -  i.oo 

Superintendent's  Book  of  Prayer.      Pell.        -         -  .50 

Superintendent's  Service  Book.      Fergusson.    -          -  .25 

The  Superintendent  and  His  Work.      Brown.         -  .55 

Thirty  Years  at  the  Superintendent's  Desk.    Pepper.  .25 

THE  TEACHER 

(The  Teacher — Teacher  Training — Pedagogy — Psychology) 

A    Brief   Course    in    the    History    of    Education. 

Monroe.      ^         ^         ^         -         -         -         -  x.25 


302       How  to  Conduct  a  Sunday  School 

A  Study  of  Child  Nature.      Harrison.  -          -          -  i.oo 
Briefer  Course  Psychology.      James.     -          -          -  1.60 
Charm  of  the  Impossible.      Slattery.      -         -         -  .^5 
Education  as  Adjustment.      O'Shea.      -         -         _  i.^o 
Elements  of  Religious  Pedagogy.     Pattee.      -         -  .75 
First  Standard  Manual  of  Teacher  Training.    Bar- 
e/ay.           --__-__  ,^0 
Froebel's  Educational  Laws.     Hughes.           -         -  1.25 
Fundamentals  in  Child  Study.     Kirkpatrick.            -  1.25 
Guide  for  Teachers  of  Training  Classes.     Slattery,  .57 
Habit    Formation   and   the   Science   of   Teaching. 

Rowe.         -----__  1.50 

Hints  on  Child  Training.      Trumbull.  -         -         -  1.25 

How  to  Plan  a  Lesson.     Marianna  Brown.             -  .50 

How  to  Teach  a  Sunday  School.      Carmack.           -  i.oo 

Human  Behaviour.      Colvin  and  Bagley.         -         -  i.oo 

Idealism  in  Education.     Home.   -         -         -         -  1.25 

Ideals  in  Sunday  School  Teaching.     Angus.  -         -  .50 
Learning  to   Teach  from  the  Master  Teacher. 

Marquis.    ----___  .^5 

Living  Teachers.     Slattery.          -         -         _         _  .^^ 
Point  of  Contact  in  Teaching.     DuBois.        -         -  .60 
Practical  Pedagogy  in  the  Sunday  School.  McKinney.  .50 
Preparation  for  Teaching.      Oliver,      -         -         _  .40 
Primer  on  Teaching  ;  Especially  Adapted  to  Sun- 
day School  Work.     Adams.           -         -         -  .25 
Principles  of  Character  Making.     Holmes.     -         -  1.50 
Psychological  Principles  of  Education.     Home,      -  1.75 
Psychologic  Method  of  Teaching.     McKeever.      -  i.oo 
Psychology    in    the    School    Room.     Dexter   and 

Garlich.     -------  1.50 

Secrets  of  Sunday  School  Teaching.     Pell.    -         -  i.oo 

Seven  Laws  of  Teaching.      Gregory.     -         -         -  .50 

Talks  to  Teachers  on  Psychology.     James,  -         -  1.50 

Talks  with  the  Training  Class.     Slattery.      -         -  .25 
Teachers'  Meetings,  Their  Necessity  and  Methods. 

Trumbull.  -          -          -          -          -          -          -  .30 

Teacher  Studies  in  the  Art  of  Illustration,      ^ells.  i.oo 

Teacher  Training  Essentials.      Tralle,           -         -  .25 


Appendix  B  303 

Teacher    Training    with     the    Master    Teacher. 

Beardslee,   -------  .^O 

Teaching  and  Teachers.      Trumbull.     -         -         -  1.25 

Ten  Don'ts  for  Sunday  School  Teachers.      WelU.  -  .25 

The  Art  of  Questioning.      Home.         _         _         _  .05 

The  Art  of  Teaching.     Fitch.     -         -         -         -  .25 

The  City  Institute  for  Religious  Teachers.   Athearn.  .75 

The  Educative  Process.      Bagley.          _         _         .  1.25 

The  Making  of  a  Teacher.     Brumbaugh.      -         -  i.oo 

The  Moral  Instruction  of  Children.     Adler.            -  1.50 

The  Natural  Way  in  Moral  Training.     DuBois.    -  1.25 

The  Pupil  and  the  Teacher.      Weigh.  -          -          -  .^o 

The  Seed,  the  Soil  and  the  Sower.     Slattery.           -  .35 

The  Spiritual  Life.      Coe.    -----  i.oo 

The  Story  of  the  Mind.      Baldwin.       -          -         -  .35 
The  Sunday  School  Teacher.     Hamill.          -         -  .50 
The  Teacher  and  the  Child.     Mark.   -         -         -  .7^ 
The  Teachers'  Candlestick.      Slattery.            -         -  .35 
The  Teacher  that  Teaches.      Wells.     -         -          _  .50 
The  Teacher,  the  Child  and  the  Book.      Schauffler.  i.oo 
The  Training  of  Sunday  School  Teachers  and  Of- 
ficers.    McElfresh.      -----  .75 

Unconscious  Tuition.     Huntington,      -         -         -  .17 

MISSIONS 

A  Part  of  the  World  Program.     Paxton.         -         -  .20 
A  History  of  Protestant  Missions  in  the  Near  East. 

Richter.      -------  2.50 

American  Indian  on  New  Trail.     Moffett.    -         -  .60 

Apostolic  and  Modern  Missions.     Martin.   -         -  I.OO 

Boys'  Congress  of  Missions.      Koehler.           -         -  .50 
By-Products  of  the  Rural  Sunday  School.     Somern- 

dike.  --------  .60 

Child  in  the  Midst.      Larabee.      -         -         -         -  .60 

Children  at  Play  in  Many  Lands.     HalL      -         -  .75 

Christianity  and  the  Nations.     Speer.   -         -         -  2.00 

Community  Studies  for  Cities.      Wilson.        -         -  .25 


304       How  to  Conduct  a  Sunday  School 

Community  Studies  for  Country  Districts.     Anna 

B.   Taft,     - .35 

David  Livingstone.     Home,         _         -         -         .  .^O 

Five  Missionary  Minutes.      TrulL         -         -         -  .50 

Good-bird  the  Indian.      Wilson.  -         -         -         -  .40 

Holding  the  Ropes.     Brain.         -         -         -         -  i.oo 

Holy  Spirit  in  Missions.     Gordon.         -         -         -  1.25 

Home  Missionary  Handicraft.     J.  &  L.  B.  Beard.  .75 

In  Red  Man's  Land.     Leupp.      -         -         -         -  .60 

Livingstone  Hero  Stories.     Mendenhall.         -         -  .15 

Livingstone  the  Pathfinder.     Mathews.          -         -  .60 

Men  Who  Were  Found  Faithful.     Speer,      -         -  i.oo 

Missionary  Chalk  Talks     -         -         -         -         -  .10 

Missionary  Education.     Diffendorfer    -         -         -  .10 

Missionary  Ladies  in  Foreign  Lands.     Pitman.      -  .75 
Missionary  Methods  for  Sunday  School  Workers. 

Trull          -------  .^o 

Missionary  Object  Lessons  for  Children — Amer- 
ican Indian         -_-_._  i.^o 
Missionary  Object  Lessons — Japan  and  Africa      -  1.50 
Missionary  Principles  and  Practices.     Speer.  -        -  1.50 
Missionary  Programs  and  Incidents.     (19 14.)    Sec- 
ond Series  of  Five  Missionary  Minutes.    Trull.  .50 
Missionary   Programs   No.    2    (Especially   suitable 

for  Intermediate  Department)        -         -         -  .75 
Missionary    Programs   No.   3   (Especially   suitable 

for  Intermediate  Department)        -         -         _  .75 

Missionary  Readings.     Brain.     -         -         -         -  .60 

Missionary  Stories.     Brain.         -         -         -         -  .60 

Missionary  Studies  for  the  Sunday  School.     Edited 

by  Trull.     -------  .50 

Missions  and  Modern  History.     Speer.          -         -  4.00 

Missions  from  Modern  View.     Hume.           -         -  1.25 

Missions  in  the  Sunday  School.     Hixon.        -         -  .60 

New  Era  Programs  for  the  Sunday  School     -         -  .05 

New  Home  Missions.     Douglass.          -         -         -  .60 

Nineteen  Centuries  of  Missions.     Scudder.   -         -  .50 

On  the  Firing  Line.     Somerndike,         -         -  ,60 


Appendix  B  305 

Our  World  Missions.     Billings.            -         -         -  .25 

Pictures  Worth  Painting  from  Far-OfF  Fields         -  .40 

Presbyterian  Foreign  Missions.     Speer.          -          -  .50 

Princely  Men  in  the  Heavenly  Kingdom.     Beach,  .60 

Servants  of  the  King.      Speer.       -         -         -         -  .60 

Social  Aspects  of  Foreign  Missions.     Faunce.        -  .60 

Some  Great  Leaders  in  the  World  Movement.       -  1.25 

Studies  in  Missionary  Leadership.     Speer,     -         -  1.50 

Talks  on  China          ------  .25 

Talks  on  India            ------  .25 

The  Call  of  the  World.     Doughty.       -         -         -  .25 

The  Conquering  Christ.  Boone.  -  -  -  .7^ 
The  Crisis  of  Missions,  or  The  Voice  Out  of  the 

Cloud.      Pierson.           -          -          _          _          _  .^5 

The  Decisive  Hour  of  Christian  Missions.  Mott.  .60 
The  New  Acts  of  the  Apostles,  or  The  Marvels  of 

Modern  Missions.     Pierson.           -         -         -  1.25 

The  Story  of  David  Livingstone.      Golding.             -  .50 

The  Why  and  How  of  Foreign  Missions.     Brown.  .60 

Twelve  Little  Pilgrims.      Scott.    -         -          -          -  i.oo 

Uganda's  White  Man  of  Work.     Lyon.         -         -  .60 

Under  Marching  Orders.     Hubbard.    -         -         -  .60 

Where  the  Book  Speaks  on  Missions.     McLean.  i.oo 

TEMPERANCE 

A  Century  of  Drink  Reform.     Fehlandt.       -         -  I.OO 

Alcohol  a  Foe  to  Railroad  Efficiency — A  Symposium  .05 

Alcohol  and  the  Human  Body.     Horsley.       -         -  .40 

Anti-Saloon  League  Year  Book.      Cherington.         -  .25 

Control  of  Body  and  Mind.  Jewett.  -  -  -  .50 
Economic  Aspects  of  the  Liquor  Problem.     Edited 

by  yohn  Koren.    ------  1.50 

Good  Health.     Jewett.        -----  .40 

Hand-Book    of    Modern    Facts    about    Alcohol. 

Stoddard.    -------  .50 

Intoxicating  Drinks  and  Drugs.      Crafts.       -         -  1. 00 

John  Barleycorn.  ^Jack  London.            -         -         -  1,^0 


306        How  to  Conduct  a  Sunday  School 

Primer  of  Hygiene.     Ritchie.       -         -         -         -  ,48 

Primer  of  Physiology.     Ritchie.   -         -         -         -  .72 

Social  Welfare  and  the  Liquor  Problem.      Warner.  I.OO 

Substitute  for  the  Saloon,      Calkins.       _         _         -  i.^O 

The  Anti-Alcohol  Movement  in  Europe.      Gordon.  1.50 

The  Evils  of  Alcohol.      Chappie.           -         -          -  .60 

The  King  and  His  Wonderful  Castle.     Brown.     -  .35 

The  Life  of  Frances  E.  Willard.      Gordon.    -         -  1.50 
The     Liquor     Problem.     Edited    by    Frances     G. 

Peabody.      -------  i.oo 

BLACKBOARD  AND  OBJECT  WORK 

Chalk,  or  What  We  Can  Do  with  It.      JVood.       -  .75 

Crayon  and  Character.      Griswold.         -         -         -  1. 00 

Experimental  Object  Lessons.      Gray.           -         -  .75 

Five  Minute  Object  Lessons.     Stall.  -         -         -  i.oo 

Map  Modelling.      Maltby.  -         -         -         -          -  1. 25 

Object  Lessons  for  Children.      Tyndall.         -         -  1.25 

Object  Lessons  for  Junior  Work.      Wood.    -         -  .45 

Object  Lessons  and  Illustrated  Talks.     Kenngott,  -  .25 

Pencil  Points  for  Preacher  and  Teacher.     Pierce,  -  1.25 

Pictured  Truth.      Pierce.     -         -         -          -          -  1. 00 
Seeing  Truth,  or  Object  Teaching  with  Magical 

Effects.      Woolston.       -----  .83 

The  Bible  and  the  Blackboard.     Belsey.         -         -  .75 

The  Blackboard  Class.     Darnell.          -         -         -  .25 

The  Blackboard  in  the  Sunday  School.     Bailey.      -  .75 

Through  the  Eye  to  the  Heart.      Craft.        -         -  .75 

SPIRITUAL  WORK 

Bringing  Pupils  to  a  Decision  for  Christ.     Mahy.  -  .lO 

Christian  Nurture.      Bushnell.       -          -          -         -  1.25 

Educational  Evangelism.     McKinnley.            -         -  .60 

Getting  and  Holding.      Hamby.   -         -         -         -  .50 

Individual  Work  for  Individuals.      Trumbull.          -  .60 

Introducing  Men  to  Christ.      Weatherford.    -         -  .75 

Natural  Way  in  Moral  Training.     DuBois,  -         -  1.25 


Appendix  B  307 

Our  Children  for  Christ.     Scudder.      -         -  -  .10 

Passion  for  Souls.      'Jowett.           _         _         -  _  .^o 

Recruiting  for  Christ.      Stone.       -         -         -  -  i.oo 

II  Timothy  2:  15.      Pope.  -----  .50 

Spiritual  Life  in  the  Sunday  School.      Chapman.  -  .35 

Studies  for  Personal  Workers.      'Johnston.       -  -  .75 

Taking  Men  Alive.      Trumbull.  -          -         -  -  .50 

The  Child  for  Christ.      McKtnney.        -          -  -  .50 

The  Training  of  Children  in  Religion.      Hodge.  -  1.25 

The  Unfolding  Personality.      Mark.     -         -  -  i.oo 

Winning  Men  One  by  One.      Wood.  -         -  -  ,       .50 

SELL'S  SERIES  FOR  BIBLE  CLASS  STUDY 

Bible  Studies  in  the  Life  of  Christ.  Cloth,  .50  ;  paper,  .25 

Bible  Studies  in  the  Life  of  Paul.  "       .50 ;       "  .25 

Bible  Study  by  Books.           -          -  "       .60 ;       "  .35 

Bible  Study  by  Doctrines.    -          -  "       .50;       "  .25 

Bible  Study  by  Periods.         -         -  "       .60 ;       "  .35 

Studies  in  Early  Church  History.  "       .50 ;       "  .25 

Studies  in  the  Life  of  the  Christian.  "       .50;       "  .25 

Supplemental  Bible  Studies.           -  "      .50;      "  .25 

THE  "HOW  TO  CONDUCT"  SERIES 

Practical  Handbooks  for  Sunday  School  Workers 
EDITED  BY  MARION  LA  WRANCE 

The  following  ten  volumes  now  in  course  of  publication  : 

1.  Organized  for  Service.      Marion  Lawrance. 

2.  The  Teacher  at  His  Best.     A.  H.  Mc Kinney,  D.  D. 

3.  The  Elementary  Division.      Mary  Foster  Bryner. 

4.  The  Secondary  Division.      John  L.  Alexander. 

5.  The  Adult  Division.      W.  C.  Pearce. 

6.  Worship  and  Music.      Prof.  H.  Augustine  Smith. 

7.  The  Special  Days.      Marion  Lawrance. 

8.  Sunday  School  and  Missions.    William  A.  Brown.,  D.  D. 

9.  Sunday  School  and  Temperance.     Zillah  Foster  Stevens. 
10.     Sunday  School  Evangelism.     George  G.  Mahy^D.D. 
Each  Volume  16  mo.,  cloth  bound       »         -        Net,     .50 


APPENDIX  C 

MY  FORMER  PASTORS— AN  APPRECIATION 

Five  former  pastors,  whose  combined  terms  of  service 
cover  the  years  from  1883  to  1907,  have,  in  the 
pages  following,  given  their  generous  words  of  testi- 
mony concerning  the  Sunday-school  referred  to  in  this 
book. 

My  present  pastor,  a  true  yoke-fellow  and  brother  be- 
loved, has  furnished  the  introduction  to  this  revision  as 
my  former  pastor  furnished  the  introduction  to  the  first 
edition. 

These  pastors  have  all  maintained  a  vital  relationship 
to  the  school,  always  present  throughout  the  entire  ses- 
sion, always  interested,  always  at  work. 

They  speak  from  actual  knowledge,  though  their  words 
of  commendation  are  far  too  generous. 

Their  sympathetic  cooperation,  helpful  counsel,  and 
never  failing  patience  have  been  a  constant  inspiration 
to  me. 

I  love  them — every  one. 


^^^/^^^<;I^7^  e.^^^^ 


308 


Appendix  C  3^ 


TESTIMONIES  OF  FORMER  PASTORS  COVER- 
ING  TWENTY  YEARS 

From  Rev.  Josiah  H,  Jenkins,  Cincinnati,  0. 

•*  When  I  became  pastor  of  the  Washington  Street 
Congregational  Church,  Toledo,  Ohio,  I  found  Mr.  Law- 
rance  in  charge  of  the  Sunday-school.  He  was  resolutely- 
acting  upon  the  Apostle's  injunction,  "  Prove  all  things  ; 
hold  fast  that  which  is  good."  Prizing  at  its  full  value 
the  old,  he  had  rare  ability  for  devising,  appreciating  and 
adapting  the  new.  But  old  or  new,  everything  must 
stand  the  supreme  test  of  making  the  Sunday-school  a 
soul-saving  institution.  I  cannot  see  how  any  system  is 
likely  to  be  better  adapted  to  the  workings  of  a  Sunday- 
school  than  that  which  is  here  in  successful  operation. 
Its  constant  and  oft  repeated  aim  is  to  lead  its  members, 
first  to  Christ,  and  then  into  the  church.  Results  are 
always  the  goal,  and  these  are  realized  in  that  school  as 
in  no  other  school  I  know  of." 


From  Rev.  A.  B.  White,  Los  Angeles,  Cal. 

"  Well  do  I  remember  that  Sunday-school.  There  was 
a  sunny  joyousness  and  freshness  in  it  that  transformed 
all  into  a  refreshing  and  inspiring  service.  The  method 
of  securing  order  at  the  beginning  of  the  session  was  new 
to  me.  I  had  seen  superintendents  who  pounded  the 
desk,  clanged  the  bell,  tramped  around  and  gave  sharp 
reprimands.  Not  so  with  Mr.  Lawrance.  Everything 
was  ready.  When  he  arose  to  open  the  school  order 
seemed  to  prevail  instantly.  It  was  delightful  to  see  the 
sympathetic  cooperation  and  harmony  of  action  between 


oio        How  to  Conduct  a  Sunday  School 

superintendent,  teachers  and  scholars.  All  felt  it  an 
honour  to  belong  to  the  school,  and  joyfully  contributed 
to  its  success.  No  wonder  it  grew  and  grew  until  there 
was  not  a  vacant  seat.  Delicacy  forbids  that  I  say  all 
my  heart  prompts  me  to  of  this  superintendent  and  his 
grand  work.  To  continue  so  long  a  time  at  the  head  of 
one  school ;  to  bring  so  many  divergent  minds  into  har- 
monious cooperation ;  to  secure  such  abundant  fruits 
from  years  of  toil ;  shows  a  master  in  the  art  of  success- 
fully conducting  a  Sunday-school." 


From  Rev.  O.  D.  Fisher^  Wolfboro,  N.  H, 

"  During  my  pastorate  of  the  Washington  Street  Con- 
gregational Church  we  left  the  old  house  and  moved  into 
the  new.  The  way  the  Sunday-school  stood  the  test  of 
transition,  was  a  strong  proof  of  its  stability.  I  was  a 
constant  attendant  of  the  school,  and  know  its  workings. 
It  is  surely  a  model  school,  not  in  theory,  but  in  fact ;  a 
title  given  to  it  by  others,  but  never  claimed  for  it  by  its 
superintendent.  All  the  machinery  used  was  a  living  or- 
ganism and  not  a  hindenng  device.  The  life  within  the 
wheels  was  the  Spirit  of  God,  the  manifest  presence  of 
which  was  the  distinctive  feature  that  characterized  the 
school.  It  had  a  definite  aim  ;  and  to  a  greater  degree 
than  I  have  ever  known  in  any  other  school,  its  aim  was 
carried  out." 


From  Rev.  G.  A.  Burgess,  D.  D.,  Pawtucket,  R.  I. 

"  The  Washington  Street  Congregational  Sunday- 
school  brings  great  practical  results  to  pass.  Its  mem- 
bers learn  that  punctuality,  righteousness  and  sunshine 


Appendix  C  3U 

belong  to  true  religion.  The  place  breathes  with  great 
esprit  de  corps.  Its  life  of  service  is  evident  in  its  *  Giv- 
ing '  Christmas,  and  large  benevolences.  Its  scores  of 
memory  verses  are  like  Eolian  strings  over  which  winds 
of  adversity  and  temptation  make  music.  It  is  a  work- 
shop and  a  home.  The  sunny  radiance  of  the  great 
assembly  studying  the  Word  of  God,  the  hum  of  busy 
groups  listening  and  answering  with  heads  together,  the 
quiet,  happy  moments  of  silent  prayer,  the  comforting 
words  of  the  superintendent,  with  souls  deciding  for 
Christ  and  uniting  with  the  church — these  make  the 
Washington  Street  Sunday-School  a  memory  ineradi- 
cable for  good  for  all  the  years.  I  thank  my  Heavenly 
Father  that  I  have  been  a  member  of  it." 


From  Ernest  Bourner  Alletiy  Toledo^  Ohio, 
"  After  thirteen  years  (1901-1914)  of  happy  service 
with  the  workers  of  the  Washington  Street  Congrega- 
tional Church  and  The  Marion  Lawrance  Sunday-School, 
I  am  more  and  more  impressed  with  the  importance  of 
the  Sunday-school  as  the  prime  asset  for  building  a 
church  and  helping  the  homes  of  a  community.  My 
friend,  the  superintendent  of  this  school,  has  now  (1914) 
been  away  seven  years  in  the  larger  work  to  which  long 
ago  we  loaned  him.  The  school  now  bears  not  only  his 
name,  our  loving  tribute,  but  also  the  indelible  marks  of 
his  plans,  prayers  and  personality.  The  new  generation 
which  has  come  in  since  he  left  Toledo  shares  the  legacy 
of  his  life-work — a  Sunday-school  with  an  aim,  a  sacri- 
ficial service,  and  a  passion  for  fruit- bearing  in  the  king- 
dom of  God.     That  legacy  we  have  tried  to  use  aright 


312        How  to  Conduct  a  Sunday  School 

and  preserve,  in  the  face  of  rapidly  changing  environ- 
ment, and  to  provide  the  ampler  equipment  which  its 
further  preservation  necessitates.  Our  hearts  go  out  in 
glad  satisfaction  over  the  wider  work  of  our  superintend- 
ent, for  such  he  is  for  life  and  forever,  and  we  give  him 
the  heartiest  welcome  whenever  he  comes  back  home  !  " 


Index 


A  B  C  of  good  teaching,  The,  107 
Absentees,  290,  291 
Absentees,  Follow  up,  143 
Absentees,    Keep    in   touch   with, 

282,  286 
Acknowledgment  Card,  245 
Activities  for  helpfulness,  222 
Activities  for  pleasure,  222 
Adaptation  of  teachers,  56 
Adapt  before  you  adopt,  285 
Adult  Division,  The,  49 
Adult  Division,  Books  on,  300 
After  Decision  Day,  248 
After-meeting,  The,  285 
After  the  session,  70,  7 1 
Age  basis  in  grading,  48,  49,  50 
A  good  marking  system,  47,  190 
A  good  object  lesson,  278 
A  good  school,  142 
A  grand  review,  176 
Akron  plan,  The,  25 
A  lesson  to  be  learned,  71 
A  limited  membership,  140 
"  A  little  bit  of  Love,"  274 
Allen,  Rev.  Ernest   Bourner,  5,  6, 

7»3"»3i2 
Allow  for  animal  spirits,  269 
All  should  give,  156 
Alumni,  The,  179 
Alumni  Diploma,  The,  180,  194 
Always  something  doing,  292 
A  method  of  recognition,  148 
A  model  school,  310 
Amusement  room,  38 
An  appreciation,  308 
A  new  day,  263 

Angle  method  for  workers'  meet- 
ings, 120,  121 
An  interest  in  boys,  267 
Anniversary,  The,  178 
Anniversary  music,  18 1,  182,  1 83 


Announcements,  66,  277 

A  pod  of  P's,  104 

Applications  for  membership,  83 

Applications  for  membership, 

sample  card,  84,  85 
Arches,  The,  179 
Architecture,  A  new  idea,  28 
Arranging  the  platform,  93 
Art  of  questioning,  The,  107,  108 
A  sample  secretary's  report,  46 
A  sample  treasurer's  report,  157 
Assistant  superintendents,  54,  80 
Associate  superintendent,  80 
Athletic  Director,  91 
Attendance  record,  45,  46 
Average  attendance  based  on  mark- 
ing system,  194 

Bad  boy.  The,  265,  266 

Banner  classes,  189,  190 

Baseball  clubs,  291 

Baseball  leagues,  224 

Basis  of  classification,  49,  50 

Beautiful  cross.  A,  277 

Beautiful  decorations,  279 

Before  Decision  Day,  242 

Before  the  session,  61 

Begin  early,  61,  71 

Beginners,  The,  26,  49 

Be  interested  in  boys'  interests,  267 

Believe  in  boys,  265 

Bell,  its  use  and  abuse,  38 

Benediction,  Aaronic,  152 

Benediction,  school  seated,  70 

Benefits  of  class  organization,  162, 
163 

Best  record  book  for  a  superintend- 
ent, 276,  279 

Bible,  The  use  of,  246 

Bible,  all  should  have,  20,  34 

Bible  illustration.  A,  213 


313 


3H 


Index 


Bible  Institute  Colportage  Associa- 
tion, 190 
Bibles  as  gifts  on  Promotion  Day, 

57 
Bibles,  show  of,  64 
Bible  studying  and  teaching  serv- 
ice, 19,  20 
Bibles  should  be  carried,  20 
Big  boy,  The,  259 
Biographer,  The,  44,  86 
Birthday  letters,  86,  144,  145,  286 
Birthday  Message,  A,  87 
Birthday  money,  how  secured,  how 

used,  87,  88 
Birthday  report,  69 
Birthday  secretary,  86 
Blackboard    and    object   teaching, 

204,  207 
Blackboard  and  object  work,  books 

on,  306 
Blackboard  lettering,  212 
Blackboard  used  for  maps,  207 
Blackboard  used  for  reports,  207 
Blackboard      used     to     announce 

hymns,  207 
Blackboards,  25,  31,  286 
Blackboards,  simple  work  the  best, 

207 
Blackboard  work  illustrations,  209- 

212 
Bonner,  Rev.  Carey,  181 
Books  for  Pastor,  301 
Books  on  Adult  Division,  300,  301 
Books  on  Blackboard  and  Object 

work,  306 
Books     on    Elementary    Division, 

296,  297,  298 
Books  on  General  Methods,  295 
Books  on  Missions,  303-305 
Books   on    Organization   and  His- 
tory, 293 
Books  on  Religious  Education  in 

General,  294 
Books  on  Secondary  Division,  298, 

299,  300 
Books  on  Temperance,  305,  306 
Books  on  The  Superintendent,  301 
Books  on  The  Teacher,  301-303 
Books  on  Spiritual  Work,  306,  307 
Bottle  Illustration,  A,  217 


Boy  and  baseball.  The,  262 

"  Boynton    Neighbourhood,  The,' 

288 
Boy  problem,  The,  259 
Boys,  allow  for  animal  spirits,  269 
Boys  can  be  reached,  264 
Boy's  great  enemy,  The,  259 
Boys'  Messenger  Cadets,  250 
Boys'  Messenger  Service,  250 
Boys'    Messenger   Service,    Motto, 

258 
Boys'  Messenger  Service,  Officers, 

Boys,  recognizing  their  individual- 
ity, 269 
Boys,  Satan's  special  target,  259 
Boys,  securing  and  holding,  265 
Boys  should  be  kept  busy,  268 
Boys,  sympathize  with  them,  270 
Boys'    teachers   should   be    tactful, 

269 
Broughton,  Hon.  N.  B.,  138 
Building,  class  rooms,  26 
Building,  its  characteristics,  25 
Building,  movable  partitions,  24 
Bulletin  board,  289 
Burgess,  Rev.  G.  A.,  D.D.,  310 
Bushnell,  Rev.  Horace,  D.D.,  17, 

18 
Business    of   school    discussed    at 
workers'  meeting,  115 

Cabinets,  37 

Cabinet,  The,  75,  95 

Cabinet,  The  :  its  value,  75,  76 

Call  of  the  Child,  The,  226,  227 

Captain  Steele,  a  testimony,  261 

Care  for  the  sick,  144 

Care   in   receiving  new  members, 

283 
Catalogues,  290 

Cause  of  church  debts,  The,  153 
Certificate  of  promotion,  57 
Chaffee,  General,  271 
Chairs  for  seating,  28,  29 
Changed  Cross,  The,  172 
Chapman,   Rev.  J.  Wilbur,  D.D., 

235.  245 
Chart,  A  :  The  Life  of  Christ,  123 
Charts,  26,  33,  89 


Index 


3'5 


Cheap  class  rooms,  287 
Childhood,  the  battle  ground,  22 
Children's  Day,  174 
Children's    Day  offering,  for  what 

used,  175 
Choice  moments  after  the  session, 

Chorister,  The,  90 

Christmas,  how  to  celebrate,  181 

Christmas,  The  giving,  184,  185 

Christmas,  the  lesson,  184 

Christmas,  tickets  of  admission  to 
exercises,  187 

Christmas  trees,  181 

Church  calendar,  66 

Church  failing  to  support  Sunday 
School,  21 

Church  in  the  school,  The,  141 

Church,  its  responsibility  in  hous- 
ing, 24 

Church  membership,  proportion  in 
Sunday  School,  20 

Church  officers  in  Sunday  School, 
291 

Church,  only  one,  19 

Church  Paper,  The,  291 

Church  service,  attendance  re- 
quired, 47,  48 

Church  should  control  Sunday 
School,  21 

Church's  West  Point,  22 

Cigarette  habit.  The,  236 

Class  boxes,  30 

Class  cards,  47,  83 

Class  emblems,  166 

Classification,  Superintendent  of,  55 

Class  library,  279 

Class  mottoes,  166 

Class  organization,  162 

Class  organization.  Standard  of,  165 

Class  rooms,  28 

Class  tables,  30 

Clifford,  Dr.  John :  Conversions 
through  the  Sunday  School,  21 

Clippings,  should  be  filed,  284 

Closing  exercises,  280 

Closing  hymn,  how  selected,  70 

Collection  of  articles  from  Pales- 
tine, 283 

Colours  for  the  school,  286 


Committee  on  Education,  79 
Committees   in   class  organization, 

165 
Community  service,  226 
Concentrate  upon  central  truth,  109 
Confession  Card,  245 
Conquest  Flag,  The,  39,  287 
Conventions  :  send  delegates,  282 
Courtesy  Committee,  91,  92 
Covenant  for  Sunday  School  teach- 
ers and  officers,  132 
Cradle  Roll,  The,  49 
Crayon,  what  colours  to  use,  212 
Creating  appetite,  260 
Cross  for  Rally  Day,  277 
Curse  of  drink,  The,  260 

Danger  of  recruiting  contests, 

The,  140 
Decision  Day,  239,  243 
Decision  Day,  A  few  suggestions 

for,  241 
Decision  Day,  After,  248 
Decision  Day  card,  244 
Decision  Day,  how  to  prepare  for 

it,  242 
Decision  Day,  its  importance,  239 
Decision  Day,  objections  to,   239, 

240 
Decision  Day,  some  helpful  books, 

242 
Decision   Day,   the    personal    ele- 
ment, 241 
Decision  Day,  the  use  of  the  Bible, 

246 
Decision  Day,  when  to  hold  it,  239 
Decision   Day,  Witnessing    better 

name,  240 
Declaration   of  Independence,  A, 

231 
Decorating  the  graves,  288 
Definite  plan.  A,  105 
Departments,  48 
Departments,  General,  50,  51 
Departments,  separate  rooms,  27 
Department  rooms,  26 
Department  rooms,  absence  of,  57 
Department    superintendents,    54, 

55»94 
Departmental  organization,  54,  56 


3i6 


Index 


Dignifying  school  membership,  148 
Districting  the  territory,  138 
Divisions,  Emblems  of,  166 
Divisions,  The,  48,  49,  50 
Divisions,  Separation  into,  53 
Don't  "  Don't  "  the  boys,  269 
Don't  treat  all  boys  alike,  269 
Door  Men,  The,  92 
DuBois,  Patterson,  109 
During  the  session,  62 

Easter,  170 

Educational  Director,  The,  79,  90 

Egg  hunting  picnic,  199 

Electric  bells,  93 

Elementary  Division,  49,  50 

Elementary    Division,    Books    on, 

296 
Emblems,  166 

Emphasize  one  department,  284 
Employment  bureau,  145 
Enrollment,  Best  method  of  keep- 
ing, 42 
Enrollment,  card  system,  43 
Enrollment,  Complete,  42 
Enrollment,  sample  card,  42 
Enrollment,  what  it  should  include, 

42 
Entertainments,  196,  197 
Equipment,  a  word  of  warning,  40 
Equipment,  its  purpose,  23 
Equipment,  not  an  essential,  23 
Equipment,  Various  articles  of,  39 
Every  officer  in  his  place,  61 
Excell,  Prof.  E.  O.,  273 
Excelsior  Banner,  The,  190 
Excelsior  Class,  67 

Fagot  Fire,  The,  275 

Fawcett,  Judge  Lewis,  "  The  Life- 

Saver,"  262 
Fisher,  Rev.  O.  D.,  310 
Flag,  39 
Flag  Day,  188 

Flock  and  not  the  fleece.  The,  180 
Flowers  for  Easter  Day,  279 
Following  up  absentees,  143 
Foster,    Dr.  :    the    pastor   and   the 

school,  73 
Fox,  Prof.  E.  A.,  212 


Freight  car  illustration,  218 
Frowning  superintendent.  The,  292 
Fundamental  principles  of  giving, 

Gallinger,  Senator,  231 
Games,  The  use  of,  38,  223 
Gang,  The,  250 

General  Methods,  Books  on,  295 
Getting  ready  for  Children's  Day, 

174 
Give  the  boys  something  to  do,  268 
Giving,  an  act  of  worship,  153 
Giving,   a    sample    weekly  report, 

157 
Giving  Christmas,  The,  184 
Giving,    keep   no    record   of  indi- 
vidual amounts,  154 
Giving:  Money  properly  used,  159 
Giving,  should  be  dignified,  160 
Giving,  should  be  general,  156 
Giving,  should  be  generous,  158 
Giving,  should  be  intelligent,  155 
Giving,  should  be  regular,  154 
Giving,  should  be  systematic,  153, 

Globe  for  mission  study,  280 
Glover,     Rev.      Richard :     lesson 

helps,  loi 
"  Go — I  am  with  you,"  253,  258 
Good  books.  Appendix  B,  293 
Good  Citizenship  Day,  188 
Grading,  a  continuous  process,  55 
Grading  defined,  53 
Grading,  eternal  vigilance  the  price 

of,  59 
Grading,  five  essentials  of,  53 
Grading,  how  one  school  did  it,  59, 

60 
Grading,  how  to  begin,  58 
Grading,  in  the  public  schools,  56 
Grading  new  scholars,  59 
Grading   not  dependent  on  build- 
ing, 52 
Grading  possible,  52 
Grading,  separation  into  Divisions, 
Departments,  etc.,  48,  49,  50,  53 
Grading  sometimes  slow  process,  59 
Grading     through      supplemental 
work,  54 


Index 


317 


Guest  book,  92 

Hamill,  Prof.  H.  M.,  D.D.,  107 
Helper^  our  church  paper,  The,  92, 

179,  291 
Helping  the  sick  and  needy,  225 
Highest  officer,  The,  73 
HiHis,  W.  A.,  261 
Historian,  The,  44 
Hobson,  Congressman  Richard  P., 

231 
Holding  the  members,  142 
Home  Department,  The,  48,  49 
Honourable  mention,  178 
Honours  of  the  school,  48,  54,  83, 

178,  179 
How  to  begin  to  grade  a  school,  58 
How  to  celebrate  Easter,  170 
How   to  decorate  for  Rally  Day, 

175 

How  to  decorate  the  church,  171 
How  to  file  clippings,  284 
How  to  get  the  boys,  264,  265 
How  to  govern,  61,  62 
How  to  hold  your  members,  142, 

143 
How  to  keep  up  summer  attend- 
ance, 194,  195 
How  to  look  up  absentees,  253,  254 
How  to  make  announcements,  277 
'  How  to  make  the  most  of  Promo- 
tion Day,  177 
How  to  make  the  school  grow,  1 38, 

141 
How  to  organize  a  class,  163 
How  to  prepare  the  lesson,  100 
How  to  read  the  lesson,  67 
How  to  receive  new  members,  148 
How  to  review  the  lesson,  69 
How  to  secure  new  members,  134 
How  to  secure  order,  61 
How  to  select  a  name  for  organized 

class,  165,  166 
How   to    use   the    Sunday   School 

money,  159,  160 
How  to  treat  visitors,  91,  92 
Hunting  the  weak  spots,  283 
Huntington,  Faye,  288 
Hyacinth  Sunday,  279 
Jiymns,  66,  67,  68,  69,  70,  93 


Hymns  appropriate  for  installation, 

129,  132 
Hymn,  Reception,  149 

Illustrated  papers,  how  to  use 
them,  289 

Illustration,  The  art  of,  108 

Illustrations,  213-220 

Imaginary  tour.  An,  118 

Improving  the  choir,  287 

Installation  Day,  178 

Installation  of  officers  and  teachers, 
127 

Installation  service,  1 28-133 

Interest  in  messenger  boys,  257 

Intermediate  Department,  27,  49 

International  Bible  Reading  Asso- 
ciation, 292 

International  Sunday  School  Asso- 
ciation, 165,  166 

International  Sunday  School  Asso- 
ciation Temperance  Pledge,  232 

Jacobs,  B,  F.,  134 

Jenkins,  Rev.  Josiah  H.,  309 

Junior  Department,  The,  27,  49 

Keep  close  to  the  boys,  270 
Keep  the  boy  in  Sunday  School, 

260 
Kinetics,  The,  185 
Know  the  boys  by  name,  268 
Kris  Kringle,  181 

Lack  of  authority,  52 
Lack  of  sympathy,  271 
Lap  blackboards,  31 
Large  summer  attendance.  A,  195 
Largest  Christian  army.  The,  19 
Lawrence,  Leslie  C,  192 
Layman's  opportunity.  The,  22 
Leaf-cluster,  a  good  use  for  it,  281 
Leaflets,  etc.,  how  distributed,  93 
Lecture  course.  A,  196 
Lecturer's  crayon,  123 
Lesson  helps,  How  \b  use,  20,  loi 
Lesson  helps,  not  in  class,  292 
Lesson  in  persistency,  A,  138,  139 
Lesson  of  the  penny,  The,  158 
Lesson  Period,  The,  68,  106 


3i8 


Index 


Lesson  pieparation,  arranging  the 
matter,  100-104 

Lesson  preparation,  avoid  mon- 
otony, 116 

Lesson  preparation,  begin  early, 
102 

Lesson  preparation,  gather  your 
material,  100 

Lesson  preparation,  link  lessons  to- 
gether, 102 

Lesson  preparation,  should  be 
copious,  loi,  103 

Lesson  preparation,  should  be 
prayerful,  104 

Lesson  preparation,  uniform  and 
graded,  116 

Lesson  preparation,  specific,  99 

Lesson  preparation,  study  daily, 
why?   103 

Lesson  preparation,  the  fish  hook 
and  the  harpoon,  102 

Lesson  preparation,  the  time  limit, 

103 

Lesson  review,  The,  69 

Lessons  to  be  used.  Selection  of,  79 

Librarian,  The,  86,  93 

Library,  Circulating,  37 

Library  for  workers,  35 

Library,  how  to  maintain  interest, 

36 
Library,  how  to  select  books,  36 
Library,  when  and  how  to  operate, 

36.  37 
Library,  where  to  find  books,  37 
Life  of  Christ,  The,  33 
Limited  membership,  140 
Lincoln  and  Lee  Pledge,  232 
Love  Circle,  149,  150 
Love  the  boys,  272 
Love,  the  cement  that  binds,  146 

Machinery,  should  be  invisible,  41 

Magnet,  Illustration,  215 

Mann,  Pres.  Horace,  on  how  to  get 

teachers,  21 
Maps,  26,  31,  33,  123,  207 
Marking  system,  A,  47 
McCabe,  Bishop  C.  C,  155 
McClure's  Magazine,  158,  23 1 
Memorizing  Scripture,  285 


Memory  verses,  66 

Men  teachers  for  boys,  270 

Message    to   absent   scholars,  250, 

254 
Messenger  Cadets,  The,  250 
Messenger  Cadet  Service  Slip,  256 
Messenger  Cadets'  Red  Book,  251 
Method  of  receiving  new  members, 

83 
Method   of  securing   and   holding 

new  members,  134 
Methods  of  recognition,  148,  177 
Miller,  Hon.  Lewis,  25 
Missionary  Committee,  88 
Missionary  study-class,  89 
Missionary  Superintendent,  88,  89 
Missionary  work,  284 
Missions    in    the    Sunday   School, 

Helpful  books,  303 
Money  properly  used,  159 
Moody,  D.  L.,  247,  270 
Mother's  Day,  173 
Motto  Prayer,  A,  64 
Mullins,  Dr.   E.  Y.,  A  definition, 

22 
Mullins,    Dr.    E.   Y.,   A    Sunday 

School  creed,  74 
Music,  how  to  have  variety,  278 
Musical  instruments,  26,  33,  34 
My  former  pastors,  308 

Names  of  departments,  49,  50 

Nest  egg.  The,  276 

New  member,  how  classified,  83 

New  member,  sign  application,  %2> 

New  members,  public  reception  of, 
148 

New  members,  samples  of  invita- 
tions, 136,  137 

New  members,  should  not  be  taken 
from  other  schools,  283 

New  members,  the  personal  invita- 
tion, 135 

New  members,  the  printed  invita- 
tion, 135 

New  methods,  285 

New  Year's  Reception,  168 

Noblest  development  of  nineteenth 
century,  17 

No  interruptions,  68 


Index 


3»9 


"  No  place  for  the  boys,"  a  poem, 
266 

Normal  work,  54 
No  summer  vacation,  195 
Not  understood,  18 
Novel  printing,  287,  288 

Object  lesson,  relative  size  church 
and  Sunday  School,  278 

Objects,  Clothes-pin  angels,  205 

Objects,  may  be  real  or  imaginary, 
204 

Object  teaching,  approved  in  secu- 
lar teaching,  206 

Object  teaching,  approved  in  the 
Bible,  206 

Object  teaching  effective,  205 

Object  teaching,  examples  of,  207- 
220 

Object  teaching  practical,  206,  207 

Object  teaching  scientific,  205 

Offering  on  Rally  Day,  The,  176 

Ofhcers,  51,  284 

Officers  and  their  duties,  79 

Officers'  furniture,  29 

Omitters,  The,  158 

Opening  exercise,  63 

Organization  and  history,  books 
on,  293 

Organization,  definition,  41 

Organized  classes,  49,  202,  221,  268 

Oriental  articles,  37 

Oriental  objects,  283 

"  Our  Aim,"  64 

«'  Our  Church  Home,"  146 

Our  grand  review,  176 

"Our  Love  Circle,"  150 

Our  motto,  64 

Our  motto-prayer,  64 

Our  school  ode,  149 

Our  school  salute,  146 

Our  "  Silver  Lining  "  Song,  65 

Our  slogan,  65 

Our  watchword,  64 

Parental  responsibility,  262 
Parents'  Day,  188 
Parents'  Department,  50 
Partitions,  movable,  24 
Passing  through  the  arches,  179 


Pastor    and   superintendent.   The, 

72.75 
Pastor    and    teacher-training.  The, 

72,73 
Pastor,  good  books  for,  301 

Pastor,  his  opportunity  in  the 
school,  73 

Pastor,  his  responsibility.  The,  72 

Pastor  in  the  Sunday  School,  The, 
72.  73.  74 

Pastor's  relation  to  the  superin- 
tendent. The,  73 

Pastor's  salute.  The,  146 

Patmore,  Coventry,  272 

Paton,  Dr.  John  G.,  230 

Patriotic  Day,  188 

Patriotism,  39 

Pearse,  Rev.  Mark  Guy,  273 

Pedagogy,  A  knowledge  of,  97 

Peloubet,  Rev.  F.  N.,  D.D.,  264 

Pennants,  290 

Percentage  of  attendance  to  enroll- 
ment, 194 

Perry,  George  P.,  33,  123 

Personal  invitation,  135 

Personal  testimonies,  280 

Picnics,  198 

Picnics,  a  new  kind,  198,  199 

Picture  guess  review,  The,  209 

Pledge  cards.  How  to  use,  231 

Pod  of  P's,  104 

Potts,  Rev.  John,  D.D.,  128 

Practical  help,  145 

Prayer  chain.  The,  211 

Prayer  for  the  sick,  69 

Prayer  in  school,  68,  69,  70 

Prayer  over  the  offering,  69,  160 

Presbyterian  Church,  East  Liberty, 
Pa.,  28 

Pressed  flowers,  283 

Preview  and  review,  The,  283 

Price  of  grading,  The,  59 

Primary  Department,  26,  49 

Printed  invitations,  135 

Printer's  ink,  a  good  use,  135 

Private  class  cards,  282 

Prizes  or  rewards,  which,  190 

Process  of  lesson  preparation,  lOO 

Promotion,  change  of  seats,  57, 177 

Promotion  Day,  177 


320 


Index 


Promotion  Day,  should  be  promi- 
nent, 56,  57 

Promotions,  when  and  how,  54 

Proper  reports,  69 

Psychology,  A  knowledge  of,  97 

Public  graduation,  282 

Public  reception  to  new  members, 
148 

Purpose  of  Rally  Day,  175 

Purpose  of  the  review,  69 

Quarterly  Workers'  Meeting, 

The,  125,  126 
Questioning,  The  art  of,  107,  108 

Raikes,  Robert,  17 

Rally  Day,  175 

Reading-Room,  how  to  conduct, 
38 

Reading  the  lesson,  67,  287 

Reception  class,  56 

Reception  hymn,  15 1 

Reception  Service,  A,  149,  150 

Recognition  of  faithfulness,  190 

Recognizing  home  study,  280,  281 

Record  of  birthdays,  86 

Records,  comprehensive,  compara- 
tive, 44 

Records,  what  to  keep,  44 

Red  and  blue  contest,  139 

Redeeming  New  Year's  Day,  168 

Regular  promotions,  56 

Relief  maps,  33 

Relief  map  of  Palestine,  123 

Religious  education  in  general. 
Books  on,  294 

Remember  denominational  benevo- 
lences, 160 

Repetition,  its  value,  1 10 

Reports,  69 

Reports  to  the  parents,  278,  279 

Review  of  lesson,  69,  70 

Rewards  for  Bible  reading,  190, 
281 

Reynolds,  William,  25 

Right  train.  The,  illustration,  210 

Robert  Raikes  Alumni  Diploma, 
180,  192 

Robert  Raikes  Diploma,  179,  190, 
192 


Robert  Raikes  Diploma,  its  cumu- 
lative value,  180 
Rose,  A,  illustration,  218 

Sample  illustrations,  214-219 
Samples  of  printed  invitations,  136, 

137.  138, 

Sample  program.  A,  63 

Sample  treasurer's  report,  157 

Sand  map,  32 

Sargeant,  Horatio  L.,  testimonial, 
98 

Satan's  special  target,  259 

Scattergood  Calendar,  169,  289 

Schauffler,  Rev.  A.  F.,  D.D.,  210 

Scholars'  records,  47 

Scholars  should  not  be  classified  by 
teacher,  55 

Scholars  should  not  classify  them- 
selves, 55 

School  a  home,  The,  145 

School  colours,  286 

School  flower,  A,  286 

School  honours,  The,  190,  19 1 

School  meets  every  Sunday  in 
year,  195 

School  stationery,  292 

Scroobys,  The,  185 

Seals  and  pins,  179 

Seating,  The,  28 

Seating,  Chairs,  28 

Secondary  Division,  The,  49,  264 

Secondary  Division,  Books  on,  298 

Secretary,  The,  8i 

Secretary's  weekly  record,  45,  46, 
69 

Seed  Sowing  Service,  A,  171 

Senior  Department,  The,  27,  49 

Sentence  Prayers,  287 

Session,  previous  planning  neces- 
sary, 61 

Session  program.  The,  63 

Session  program,  opening  exercise, 

63 

Session  program,  show  of  Bibles,  64 

Session  program,  signal  for  begin- 
ning, 61 

Sheldon,  Rev.  Charles,  M.  D.,  64, 
272 

Shepherding  the  converts,  248 


Index 


32» 


Signal  for  beginning,  63 
Signals,  39 

Signals  for  reassembling,  69 
Signals  should  be  few,  62 
Sliding  partitions,  26 
Social  gatherings,  198 
Social  side,  The,  196 
Some  principles  in  teaching,  106 
Song  books,  34 

Southern  Baptist  Theological  Sem- 
inary, 22 
Special  occasions,  168 
Specific  preparation,  99 
Spiritual  work,  Books  on,  306,  307 
Star  classes,  189 
Stenographer,  The,  91 
Stereopticon,  284 
Stevens,   Mrs.  Zillah   Foster,  230, 

237 

Stick  to  program,  288 

Study  the  Bible,  164 

Suggestions    to   a   superintendent, 

275 

Suitable  Sunday  School  prayers,  64, 
68 

Sunday  School,  The,  17 

Sunday  School,  a  development,  17 

Sunday  School,  a  field,  21 

Sunday  School,  a  force,  21 

Sunday    School,   a   missionary    so- 
ciety, 78 

Sunday  School,  a  modern  institu- 
tion, 18 

Sunday  school,  a  school,  77 

Sunday   School,   a  service   of  the 
church,  19 

Sunday  School,  a  soul-saring  insti- 
tution, 309 

Sunday  School,  a  studying  service, 
20 

Sunday  School,  a  teaching  service, 
20 

Sunday  School,  a  training  ground,  22 

Sunday  School,  adapted  to  needs  of 

men  and  women,  22 
Sunday  School,  all  should  be  in, 

141 
Sunday  School  and  games,  223 

Sunday  School  and  social  service, 
221 


Sunday  School,  average  size  in  the 

United  States,  52 
Sunday  School  baseball  clubs,  223, 

291 
Sunday  School  building,  The,  23 
Sunday    School    building,    Akron 

plan,  25 
Sunday  School  building  beautified, 

25 

Sunday  School  building,  class- 
rooms, 28 

Sunday  School  building.  Depart- 
ment rooms,  26,  27 

Sunday  School  building,  main 
room,  26 

Sunday  School  by  departments,  49, 

Sunday  School  Cabinet,  95 

Sunday  School  choir,  287 

Sunday    School,     Church's     West 

Point,  22 
Sunday  School  comparatively  new, 

17 

Sunday  School,  controlled   by 

church,  21 
Sunday  School  creed,  74 
Sunday  School  enjoying  itself.  The, 

196 
Sunday  School  equipped.  The,  23 
Sunday  School,  finances,  159,  160 
Sunday  School,  firing  line,  74 
Sunday  School  for  all  ages,  19 
Sunday    School     for     the     whole 

church,  19 
Sunday  School  giving,  The,  153 
Sunday  School  graded,  The,  52 
Sunday  School,  How  to  improve,  283 
Sunday  School,  how  to  seat.  The, 

28,  29 
Sunday  School  in  centre  of  battle 

line,  22 
Sunday  School  in  session.  The,  61 
Sunday  School,  its  aim,  21 
Sunday     School,    its     importance. 

The,  18 
Sunday  School,  lasts  all  the  week,  71 
Sunday  School  loyal  to  the  church. 

The,  21 
Sunday   School    loyal    to  the  de- 
nomination, The,  21 


322 


Index 


Sunday  School,  not  children's 

church,  1 8 
Sunday  School,  not  understood,  i8 
Sunday  School,  organized,  41 
Sunday  School  program,  279 
Sunday   School   room,  not  in   the 

basement.  The,  25 
Sunday  School  should  have  trained 

teachers,  20 
Sunday  School  stationery,  292 
Sunday  School,  suitable  equipment, 

20 
Sunday  School  teaching,  its  prime 

purpose,  no 
Sunday  School,  the  ideal  building, 

24»25 
Sunday  School  Times,  The,  24,  237 
Sunday  School,  training  ground,  22 
Sunday    School,    uniform    nomen- 
clature, 60 
Superintendent,  The,  75,  93,  290 
Superintendent,   a    church    officer. 

The,  75 
Superintendent  as  a  teacher.  The, 

77 

Superintendent  and    good   citizen- 
ship. The,  78 

Superintendent,  an  ideal,  The,  77, 

78 
Superintendent   and   the    workers' 

meeting,  119 
Superintendent,  a  student.  The,  76, 

77 
Superintendent   during  class  time, 

The,  285 
Superintendent,    Good    books   for, 

301 
Superintendent,  his  daily  life.  The, 

76 
Superintendent,   his  qualifications, 

76,77 
Superintendent's  Aides,  The,  93 
Superintendent's  Cabinet,  The,  75 
Superintendent's  letter.  The,  290 
Superintendent's   note  book.  The, 

275  ^      . 

Superintendent     of     classification. 

The,  55,  59,  83,  92 
Superintendent  of  enrollment,  The, 

83 


Superintendent's  record  book,  The, 
276 

Superintendent  selecting  teachers. 
The,  76,  78 

Superintendent  should  choose  other 
officers,  The,  76 

Superintendent  should  have  pro- 
gram well  in  hand,  The,  62 

Superintendent  should  have  under- 
studies, 81 

Superintendent  should  keep  close 
to  teachers,  The,  281 

Superintendent  should  think  ahead, 
The,  282 

Superintendent's  suggestions  to 
himself.  A,  275 

Superintendent  who  frowns,  292 

Supplemental  work,  54 

Supplies,  how  kept,  86 

Supply  Case,  29,  86 

Supply  teacher  secretary,  88 

Supply  teachers,  how  secured,  88 

Supreme  need,  The,  74 

Surplus  material,  289 

System  of  marking,  47,  48 

Systematic  giving,  153,  154 

Study  advertisements,  287 

Sweetened  by  service,  227 


Tabernacle     Baptist    Sunday 

School,  Raleigh,  N.  C,  138 
Tact,  269 

Talking  to  the  children,  263 
Tardiness,  how  overcome,  48 
Teach  a  little  well,  i  lo 
Teacher  and  his  work,  The,  96 
Teacher,  Books  for,  302 
Teacher  in  the  class,  105 
Teacher  preparing,  The,  96 
Teacher  should  have  a  knowledge 

of  pedagogy,  The,  97 
Teacher  should  have  a  knowledge 

of  the  mind.  The,  97 
Teacher  should  have  a  passion  for 

souls.  The,  98 
Teacher   should  have   large  faith, 

The,  98 
Teacher   training   class,  at  school 

hour,  277,  278 


Index 


323 


Teacher  training  class,  importance 
of,  20,  21 

Teacher  training  class,  the  grad- 
uates, 282 

Teacher  training  course,  its  value, 
99 

Teacher  training  department.  The, 

51 

Teacher  training  superintendent,  90 
Teachers,  The,  94 
Teachers'  diplomas,  20 
Teacher's  general  preparation.  The, 

96,97 
Teachers,  graded,  56 
Teachers,  how  appointed,  94 
Teacher's  manner.  The,  105 
Teachers'  meeting,  better  workers' 

meeting,  113 
Teachers'  meeting,  for  officers  as 

well  as  teachers,  113,  114 
Teacher's  records,  The,  47 
Teachers'  retreat,  35 
Teachers'  rights.  The,  68 
Teachers  should  be  trained,  20 
Teachers    should    not   enroll   new 

scholars,  58,  59 
Teachers  should  study  Bible,  100 
Teacher's  specific  preparation,  The, 

100 
Teaching  period,  no  interruptions, 

286 
Teaching  process.  The,  106 
Temperance,  a  good  object  lesson, 

234 
Temperance,  a  union  rally,  233 
Temperance  books  in  library,  235 
Temperance,  Books  on,  305 
Temperance  committee,  279 
Temperance  Day,  ways  to  use,  229 
Temperance  department,  51 
Temperance,  helpful  leaflets,  231 
Temperance  pledge.  The,  231 
Temperance  songs,  235 
Temperance  superintendent,  89 
Temperance,  use  personal  illustra- 
tions, 233 
Testimonies  of  former  pastors,  309 
Thanksgiving  Day,  188 
Thomas,  Rev.  W.  H.  Griffith,  105 
Through  the  eye  to  the  heart,  205 


Training  for  service,  no 
Transient  membership,  52 
Treasurer's  report,  45,  69,  82,  157 
Trumbull,  Rev.  Henry  Clay,  D.D., 

17,72 
Tulip  Sunday,  279 

Unconverted,  where  found,  22 

Uniform  and  Graded  Lessons,  116 

United  States  flag,  190 

Use  of  objects  in  teaching,  204 

Use  of  signals,  61,  62 

Use  of  the  Bible  on  Decision  Day, 

246 
Use  of  the  imagination,  207 
Ushers,  The,  92 
Utilizing  the  social  life,  202 

Value  of  a  note-book,  275 
Value  of  conventions,  282 
Value  of  good  reading,  292 
Value  of  the  handshake,  70 
Variety  in  the  program,  63 
Visiting  other  schools,  287 
Visitors,  how  received  and  treated, 
62 

Wall  maps,  31 

Washington  Street  Sunday  School, 

311 

Welcoming  strangers,  83 

West,  Benjamin,  271 

What  sympathy  did,  271 

Whistling  hymn,  283 

White  arch,  179 

White,  Rev.  A.  B.,  309 

Why   the    boy   is   not  in   Sunday 

School,  262 
Winning  souls,  245 
Witnessing  day,  239 
WofFord,  Judge,  261 
Woman's     Christian    Temperance 

Union,  230 
Wood,  Eugene,  158 
Word  of  warning,  40 
W^ork  for  the  boys,  251,  256 
Worker's  covenant.  A,  132 
Workers'  library,  124 
Workers'  meeting,  The,  113 


3H 


Index 


Workers*  meeting,  definite  time,  1 14 
Workers*  meeting,  equipment,  123 
Workers'      meeting,     fundamental 

features,  115 
Workers'  meeting,  how  to  secure 

attendance,  114,  124 
Workers'    meeting,    how     to     set 

workers  to  work,  138 
Workers'  meeting,  method  of  con- 
ducting, 120,  121 
Workers'  meeting,  often  talked  to 

death,  120 
Workers'   meeting,    real    purpose, 

113,  242 
Workers'  meeting,  scholars*  night, 

117 
Workers'  meeting,  special  features, 

116,  117,  118,  119 


Workers*  meeting,  superintendent 
in  charge,  119 

Workers*  meeting,  the  angle 
method,  120,  121 

Workers*  meeting.  The  quarterly, 
125,  126 

Workers'  meeting,  when  and  where, 
114 

Workers'  meeting,  who  should  at- 
tend, 124 

World's  Temperance  Sunday,  233 

Writing  daily  letter,  290 

Written  suggestions,  275 

Young  People's  Society,  288 
Zone  de  Prohibition,  231 


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of  Lewis  Carroll  story  with  an  Edith  for  an  Alice  and  a  child  of  Bible 
times  for  her  escort.^^— Brooklyn  Eagle. 

The  Hero  of  Heroes  By  Robert  f.  horton 

A  Life  of  Christ  for  the  Young.     Illustrated,  net  $1.25. 
"In  simple  language  and  in  a  beautiful  spirit,  calculated  to  hold  the 
attention  of  all  young  readers."— Z'Ai?  Herald  and  Presbyter. 

The  Fascinated  Child      By  basil  mathews,  m.  a. 

The  Quest  for  the  Child  Spirit  and  Talks  with  Boys 

and  Girls,  net  $1.00. 
"It  is  essentially  a  book  for  parents,  teachers  and  pastors,  who  will 
find  the  talks  and  stories  which  it  contains  both  usable  and  sugges- 
tive."—^a^/w^  Teacher. 

In  Time  with  the  Stars  By  thomas  k.  beecher,  d.d. 

Stories  for  Children.     Illustrated,  12mo,  cloth,  net  75c. 
"There  is  not  a  dull  paragraph  in  the  volume,  white  each  storr 
carries  a  sound  lesson.    It  is  a  good  addition  to  the  library  of  chil- 
dren's classics." — The  Outlook. 

THE  EDWARD  LEIGH  PELL  BIBLE  STORIES 

For  Young  Folks  and  Children 

Illustrated,  12mo,  cloth,  each,  net  35c. 
"Dr.  Pell  shows  rare  tact  and  grace  in  telling  Bible  stories.^  We 
know  of  no  more  valuable  stories  of  the  kind  for  children  in  primary 
and  intermediate  ages.  They  are  attractively  bound,  with  pictures 
in  colors  outside  and  inside.  They  win  the  children  and  instruct 
them  at  the  same  time."— Baptist  World. 

The  Story  of  Jesus  for  Little  People 

The  Story  of  Joseph  The  Dreamer 

The  Story  of  David  The  Idol  of  the  People 


THE  STUDY  OF  THE  CHILD 

The  Religious  Development  of  the  Child 

Cloth,  12mo,  net  $1.25.     By  RUFUS  W.  WEAVER,  D.D. 

A  very  original  work  on  the  religious  education,  of  the  child.  His 
modern  viewpoint  combined  with  a  thoroughly  evangelical  inter- 
pretation will  commend  the  book  to  a  very  wide  circle  of  Christian 
educators. 

The  NaturaJ  Way  in  Moral  Training 

Net  $1.25  By  PATTERSON  DU  BOIS 

"We  do  not  know  any  book  in  which  the  average  reader  can  find  a 
clearer  setting  forth  of  the  psychology  of  child  training." 

—  Congregationalist, 

Our  Big  Boys  and  the  Sunday  School 

16mo,  cloth,  net  50c.  By  A.  H.  McKINNBY 

"Dr.  McKinney  has  devoted  years  of  study  to  this  problem. 
Should  b«  in  every  library  in  the  land."— .S.  S.  Magazine. 

The  Teacher  and  the  Child    With  introduction  by 

Patterson  Du  Bois.    Net  75c.     By  H.  THISELTON  MARR 

"No  better  book  of  its  class  has  appeared  of  late.  Mr.  Mark's  way 
of  getting  at  and  presenting  truth  is  most  delightful."— .S.  .S.   Times, 

The  Child  for  Christ  A  manual  for  parents,  pastors 
and  Sunday-school  workers.  Introduction  by  A.  F 
Schauffler,  Ph.D.    Net  50c.     By  A.  H.  McKINNBY  Ph.D. 

The  Sunday  School  Teacher    A  Practical  Manual 

By  PROP.  H.  M.  HAMILL,  D.D. 

Netjo  Edition:  Cloth,  net  50c. 
'Dr.  Hamil  in  this  volume  touches  upon  almost  erftry  qaestion  on 
Which  tsachtrs  need  h«lp."—  Westminster  Teacher. 

Studies  in  Home  and  Child  Life 

12mo,  cloth,  net  $1.00.  By  MRS.  S.  M.  I.  flENRY 

*We  cannot  conceive  of  a  more  helpful  manual  than  this,  for  al 
who  have  to  do  with  children." — Union  Sigrml, 

The  Unfolding  Life    A  Study  of  Development  with 

Reference  to  Religious  Training.     12mo,  cloth,  net  75c. 

By  ANTOINETTE  ABERNETHY  LAMOREAUX 

The  Real  Imitation  of  Christ 

12mo,  cloth,  net  75c.  By  PROF.  J.  SHERMAN  WALLACE 

"This  practical  handbook  of  faith  will  be  of  ereat  help  and  in- 
struction to  those  who  wish  to  life  the  Christian  IHq,^^— Watchman 


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